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Candidate Work Sample

Candidate Work Sample: Beattie Elementary

Emma Bourgain

Colorado State University

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Candidate Work Sample

Candidate Work Sample

Description of the Group. Beattie Elementary is a public school in Fort Collins, Colorado that

is a part of Poudre School District and has classrooms ranging from preschool to 5th grade.

Beattie is located in a neighborhood setting that make up most of the school’s population.

Physical education, health, music, and art classes are all incorporated into the curriculum at

every grade level. Beattie utilizes teaching teams per grade level and have a strong emphasis on

collaboration and working together. Since there are a wide range of students who attend Beattie,

they have many different educational programs including gifted and talented, a special needs

resource and moderate needs program, literacy intervention, a full-time counselor and mental

health resources. Beattie is a Positive Behavior and Intervention Support (PBiS) school that

focuses on R.A.M.S which is an acronym for respect all, act responsibly motivated to learn, and

safety. The preschool classroom that I completed my practicum at had a variety of students

including ELL’s and students who were on IEP’s. Many of our students would be taken out of

class during center time to work one on one with a speech pathologist. My mentor teacher and

the speech pathologists would meet weekly to discuss student progress and address any concerns.

Our classroom had a 4:15 teacher student ratio including the lead teacher, an assistant teacher,

me, and another CSU education student. A co-teaching model was utilized daily and students

were split up into small groups that were each lead by a one of the teachers.

Classroom Practices. In my preschool practicum classroom at Beattie Elementary, it was

evident that emotional support, classroom organization, and instructional support were all

prevalent in the classroom environment and embedded within classroom routines. It became

clear early on that the needs, strengths and weaknesses of each student in the classroom were

vastly different and varied from one child to the next. My mentor teachers always provided
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students with a warm loving environment and even would go out of their way to ensure that

students who were struggling felt safe and comfortable in the classroom. The student was an

english language learner would struggle during morning drop off times especially leaving the

comfort of her mom. My mentor teacher would allow this student to sit on her lap during

morning meetings and then if she still was upset throughout the day, she would allow her to sit

on the rug right next to her desk during large group meetings and circle time. This interaction

between the teacher and student not only brought comfort to the struggling student but also to the

family of the student during this transitional time for them. When students would engage in

behavior that they were not supposed to be doing, the teacher would redirect their behavior and

attention but never raise her voice or get upset with the students. Along with this, my mentor

teacher was very in-tune and aware of the students in her class that needed extra support. We had

a student who had behavioral and developmental issues and delays and to accommodate for her

needs the teacher allowed her to sit in her own chair next to the teachers desk during circle time

and she had her own cozy corner where she knew she could go if she needed a break or time to

calm down. The students in the classroom were able to actively participate in conversations and

engage in daily activities by having shared classroom jobs and communicating with each other

and teachers during circle time, recess and mealtimes. 

Classroom Organization. Our classroom had a set routine that was followed every day. The

routine is something that every child knew which helped with transitions between activities since

every child knew exactly what was expected of them next. My mentor teacher had “problem

solving cards” set at each center that she would use when a conflict arose. Instead of telling the

children what to do she allowed them to look through the cards and problem solve the situation

independently. During center time, which can often be chaotic in the classroom, the teacher
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created a system where the students would bring their name tag and velcro it to the center they

were at. If there were no velcro spots available at that center, then the children would know it

was full and that they needed to find another center. My mentor teacher also effectively focused

lessons on what the students were interested in. She gave them a few different options for their

next unit and then allowed them to choose which in turn made them more engaged and interested

in the material. The classroom was laid out in a way that was effective to the learning of each

student.

Instructional Support. My mentor teacher supported the idea of concept development by

consistently linking the material back to the students everyday lives. For example, during the
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clothing unit, the teacher would start by having the students put their nametag on the white board

under the category of the clothes that they were wearing that day. While watching this, the

students were very engaged and interested in the topic since it was something that they could

apply to their everyday lives. If specific students were struggling with content, she would put

them in a small group together and work with that group of students. On the contrary, students

who were more advanced would often group together so that they could challenge each other's

thinking and work together. Depending on the assignment, she would even mix the students

together so that the struggling students could learn from the more advanced students. Whenever

a student would say something, the teacher would further ask questions about how they knew

that or what they knew about the topic to expand on their knowledge and understanding. The

classroom was structured in a way that language was incorporated into every activity. In large

group meetings, the teacher would prompt open ended questions and use more advanced

language. During small groups, and center time, the teachers would walk around and engage in

conversation with the students about what they were doing and learning. As a practicum student I

was able to interact with the students daily, lead small groups, give a large group lesson, and

learn from my mentor teacher daily.

Anti-Bias Checklist. Not only was the classroom demographics diverse, but my mentor teaching

did a good job incorporating aspects of identity into classroom materials, toys, and books. The

dramatic play/kitchen area had all different types of foods to choose from as well as having dolls

that were all different races and colors. The books that the children would independently read

contained a variety of cultures and identities and provided students with information about

different cultural practices and backgrounds. Although I felt that the teacher did incorporate a lot

of anti bias learning and teaching in the classroom there are a few areas that I think could be
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even stronger. The classroom did not have a lot of diverse posters and signs around the room. It

really did not have many posters at all, and I think that this is something that would make

students feel even more welcome and included. Along with this, students just had the basic

colors of markers and colored pencils so when they were to do family drawings or self-portraits,

some students were not able to use colors that matched their family and self-best. All in all, I felt

that my practicum classroom created an anti-bias learning environment that was utilized well but

there are just a few suggestions that I think would make this learning environment even stronger.

Lesson Plans
Lesson #1
Teacher:  Emma Bourgain Date: March 9, 2021

School: Beattie Elementary Grade Level: Preschool   Content Area: Socio-

Emotional, Physical (fine motor)

Title: The Way I Feel   Lesson #:_1_ of _2_ 

Lesson Idea/Topic and The idea of this lesson is to help students be able to understand and to
Rational/Relevance:  speak about their emotions. This lesson allows children to be creative
when completing the worksheet and drawing two different emotions. 

Student Profile:  This class has 14 children ranging from ages 4-5 years old. There are 4
students that are developmentally advanced, 2 children who are
developmentally delayed and one ELL. The rest of the children have
shown very typically developmental patterns. 

Content Standard(s) addressed by this lesson: (Write Content Standards directly from the standard)

Socio-Emotional Development: 4. The ability to recognize and regulate emotions and behavior
 
Preschoolers may: Manage actions, words, and behavior with increasing independence.

Physical Development: 3. Fine Motor Skills: The control of small muscles for such purposes as
using utensils, self-care, building, and exploring.
 
Preschools may: Manipulate writing, drawing, and art tools

Language Goal: 1. Receptive English Language Skills: The ability to comprehend or understand the
English language.
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4. Comprehend and respond to increasingly complex and varied English vocabulary, such as,
“What emotion is _____ feeling in this picture?”, “What does it look like when someone is
upset?”, “How do you hold your drawing utensil?” 

Understandings: (Big Ideas)

Socio-Emotional 

Application: Children are able to recognize their own and their classmate’s feelings and
emotions and regulate/manage them appropriately. 
  Explanation: Children are able to explain how they are feeling and examine the feelings of
classmates. 

Physical 
Application: Children are able to hold and use a writing utensil. 
Self Knowledge: Children demonstrate their knowledge of fine motor skills by manipulating
drawing utensils. 

Inquiry Questions:  (Essential questions relating knowledge at end of the unit of instruction, select
applicable questions from standard)

Socio-Emotional 
Open-Ended Questions – Can you show me what it looks like when someone is
happy/sad/mad/etc? What do you feel in your body when you are happy/sad/mad/etc? What
makes the girl feel frustrated? What do you think would make her feel better? When was a time
you felt happy/sad/mad/etc? 
  Close Ended Questions – Does Susan look happy or sad in this picture? 

Physical 
Open-Ended Questions: Can you draw what emotion you are feeling? How would you draw
someone happy/sad/mad/etc?) 
Close Ended Questions: Can you show me how to hold a writing utensil? 

Evidence Outcomes:  (Learning Targets)

Every student will be able to: (Create your own lesson objectives from the standard using student
voice)  

Recognize what emotion I am feeling and understand what different emotions look and feel like. Every
student will also be able to demonstrate how to use a drawing utensil. 

I can (content standard): Understand different emotions and how they make me feel. 

I can: Demonstrate the ability to understand different emotions by answering questions and talking
about feelings. 

I can: appropriately use a drawing utensil to convey an emotion. 

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This means (language standard): I have an understanding of a large range of emotions, how they make
me feel and how to talk about them. I also have the ability to show my understanding of emotions
through drawing. 

List of Assessments:  (Write the number of the learning targets associated with each assessment)

Teaching Strategies Gold Assessment

Socio-Emotional 
Objective 2: Establishes and sustains positive relationships
2b. Responds to emotional cues 
 Reacts to other emotional expressions 
Objective 3:  Participates cooperatively and constructively in group situations; 
3b. Solves social problems
 Expresses feelings during a conflict
Physical 
Objective 7: demonstrates fine-motor strength and coordination;
7b. Uses writing and drawing tools 
 Grips drawing and writing tools with the whole hand but may use whole-arm
movements to make marks.  

Objective 7: demonstrates fine motor strength and coordination

7a. Uses fingers and hands 
 Uses fingers and whole arm movements to manipulate and explore objects.
Planned Lesson Activities

Name and “The Way I Feel”. The purpose of this activity is to increase
Purpose of students' awareness about different types of emotions by reading
Lesson a book in a large group and naming (drawing) different emotions.
Students will also be demonstrating their fine motor abilities by
drawing. 
Co-Teaching  Which model(s) will be used? One Teach, One Assist
Will co-
teaching Why did you choose this model(s) and what are the teachers’
models be roles?
utilized in This is the model that typically is used in my classroom. I felt that
this lesson?   the students would be more focused if they were in the same
Yes  routine. I would read the story in a large group while the other
teacher(s) observe student behavior and assist with classroom
management. After reading, all teachers will walk around and
assist in students' drawings. Teachers will write down what the
student tells them they drew in their picture. 
 
Approx. 30 minutes; book “The Way I Feel”, markers, pencils, and paper
Time and (see attached worksheet) 
Materials
Anticipatory The strategy I intend to use is: Invitation and Questions 
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Set I am using this strategy here because: 

I will invite the students to sit down and read a story with me. I
will start by asking the students “how did you feel when you were
coming to school this morning?” This will engage the students in
the topic and get them thinking about their feelings. Throughout
the story, I will ask questions like “can I have a friend raise their
hand and tell me a time they felt frustrated?” or “how can you tell
that the girl in this picture is happy?” 

Procedures The strategy I intend to use is: Scaffolding and Questions 

I am using this strategy here because: I plan on using this strategy
to ask questions and check for understanding about emotions. By
asking the students specific questions regarding specific emotions,
I will be able to assess students' knowledge. I plan on either
scaffolding or holding children who demonstrate abilities to
understand emotion or still need some extra help. 

Teacher Actions Student Actions Data Collected

1. I will 1. Students will
invite the quietly sit on
students their spot on
to sit on the carpet and
their spot wait for large
on the group to start. 
carpet 2. Students will
for large listen to the
group.  introduction to
2. I will the story and
introduce answer the
the book opening
“The Way question “how
I Feel” did you feel on
and tell the way to
the school this
students morning?” 
that we 3. Students will
will be stay focused
learning and sit criss
about cross while
different listening to the
emotions story. 
that 4. Students will
everyone answer
experien questions
ces.  when
3. Next, I prompted to
will ask do so by
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the raising their

students hand (students
to raise without their
their hands raised
hand and should not be
tell me called on). 
how they 5. Students will
felt on individually or
the way in groups of 2
to school go to their
this cubbies and
morning.  get their pencil
4. After boxes. 
asking 4- 6. Students will
5 wait patiently
students, at the table
I will while the
proceed teacher is
to start passing out the
reading worksheets. 
the 7. Students will
story.  write their
5. While name on their
reading paper or raise
the story their hand if
I will stop they need help
on every writing their
page and name. 
ask a 8. Students will
question draw two
such as: different
“when is emotions that
a time they learned
you felt from the
_____ story. 
emotion? 9. Students are
”, “what able to explain
does their drawing
your to a teacher. 
body feel 10. Students who
like when have finished
you are can put away
experien their pencil
cing boxes and start
_____ center time. 
emotion?
” , “how
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can you
tell that
the girl in
the
picture is
feeling
____
emotion?
” 
6. The last
page is
about
proudnes
s. On the
page I
will go
around
the room
and have
every
child say
somethin
g they
have
done
recently
that they
are
proud
of. 
7. After
completi
ng the
above
steps, I
will
individual
ly call
students
to get up
and go
grab
their
pencil
boxes
and meet
me at the
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tables.
8. I will
then pass
out the
“The Way
I Feel”
workshee
t and tell
the
students
to wait
until
further
instructio
n. 
9. Once all
of the
students
have a
workshee
t, I will
show the
students
an
example
and ask
students
to write
their
name on
the top
of their
paper
(for the
students
who
cannot
do this, I
will write
their
name in
highlight
er and
have
them
trace it). 
10. I will say
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to the
students,
“After
reading
the story
“The Way
I Feel”
we
learned
about
many
different
emotions
that
everyone
feels. I
invite
you all to
draw two
different
emotions
(one on
each side
of the
page)
and then
raise
your
hand
when
complete
” 
11. Once the
students
have
their
hands
raised I
will go
around
and ask
the
students
what
they
drew in
their
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picture
and I will
write it
word for
word at
the
bottom
of their
workshee
t. 
12. I will
invite
students
who have
finished
to pick a
center
for
center
time. 
Closure The strategy I intend to use is: Exploratory Play and Question 
I am using this strategy here because: After this lesson, the
students will transition into center time. I will close by asking
questions like, “what does someone look like when they are
frustrated?” or “what does your body feel like when you are
angry?” I will then dismiss the students from the table to go start
center time. I will encourage students to be mindful of their
emotions and the emotions of their friends especially while
playing in centers (typically a time where there is lots of conflict
over toys). 
Differentiati Content Languag Process Product Environm
on   Modifications:  Understa e More teacher Students ent
For which nd own Respond assistance when can Students
students are emotions s to drawing and identify who are
you and have inquiry describing their still
differentiatin an ability question drawings.  own developin
g (refer to to s emotions g fine
student represent regardin and put motor
profile as them in a g words to skills may
well as drawing.  emotion them.  only draw
assessment using yes one
data to or no emotion. 
determine answers.
individualize Extensions: Students Is able to Only teacher Students Students
d student can write apply assistance when can who are
learning their own their asked for it.  apply more
need):    descriptio learning their advanced
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ns of their of knowled can draw

drawings.  emotion ge of more than
s to real emotions two
life to the emotions
situation classroo on the
s.  m in worksheet
identifyi . 
ng ways
classmat
es feel. 
Assessment Teaching Strategy Gold 
Socio-Emotional: red, orange, yellow sections 
Physical: yellow, green sections 

LESSON #2

Teacher: Emma Bourgain Date: March 12, 2021

School:Beattie Elementary Grade Level: Preschool Content Area: Mathematics

Title: Lets Learn with Dice Lesson #:_2_ of _2

Lesson Idea/Topic and The idea of this lesson will be to help students visualize numbers
Rational/Relevance: and understanding the order in which numbers occur. Students will
be given a large dice block labeled 1, 2, 3, 4, 5, 6 and counters.
When the child roles the dice, they then have to decide what
number that is and pull out that many counters. The idea behind
this lesson is getting children to understand that numbers can be
represented in many different ways.
Student Profile: This class has 14 children ranging from ages 4-5 years old. There are 4
students that are developmentally advanced, 2 children who are
developmentally delayed and one ELL. The rest of the children have
shown very typically developmental patterns. 
Content Standard(s) addressed by this lesson: (Write Content Standards directly from the
standard)
Mathematics Knowledge and Skills: 1. Number Concepts and Quantities: The understanding
that numbers represent quantities and have ordinal properties (number words represent a rank
order, particular size, or position in a list).

Preschoolers may: count, group, and sort objects and materials

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Physical Development: 3. Fine Motor Skills: The control of small muscles for such purposes as
using utensils, self-care, building, and exploring.

Preschools may: Manipulate writing, drawing, and art tools

Language Goal:
2. Expressive English Language Skills: The ability to speak or use English.
Construct sentences such as “I rolled a 6 on the dice therefore I laid out 6 counters” or “If there is
a 4 represented on the dice, I can represent 4 in another way (using counters)”

Understandings: (Big Ideas)

Explanation: Children are able to explain different ways to represent the numbers 1-6.
Self-Knowledge: Children demonstrate their knowledge of number sense by being able to role
a dice and then recreate that number using counters.

Inquiry Questions: (Essential questions relating knowledge at end of the unit of instruction,
select applicable questions from standard)
Open ended: “What other things can you count around the classroom?”
Close ended: “Can you show me how you would represent the number 5?”, “What is this
number (pointing to number on dice)?
Evidence Outcomes: (Learning Targets)
Every student will be able to: Understand (Create your own lesson objectives from the
standard using student voice)
Use their fine motor skills to roll a dice, recognize the number on the dice and then represent
that number using counters.
I can (content standard): Understand how to represent different numbers in a variety of ways.
This means (language standard): I have a strong understanding of number sense and how to
represent numbers in different ways.
List of Assessments: (Write the number of the learning targets associated with each
assessment)

Teacher Strategies Gold Assessment

Objective 20: Uses number concepts and operations
20c. Connects numerals with their quantities
Identifies numerals to 5 by name and connects each to counted objects

Objective 7: demonstrates fine motor strength and coordination

7a. Uses fingers and hands 
Uses fingers and whole arm movements to manipulate and explore object

Planned Lesson Activities

Name and “Dice Counting” The purpose of this lesson is to teach
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Purpose of students that there are multiple ways to represent the

Lesson quantity of a number. The lesson will reinforce counting 1-6
as well as learning how a dice works.

Co-Teaching Which model(s) will be used? One-teach-one assist

Will co-
teaching Why did you choose this model(s) and what are the
models be teachers’ roles?
utilized in This is the model that is typically used in the classroom. I feel
this lesson? that the students will listen better if they are in a similar
Yes routine as they are used to. I would have assistance handing
out dice and counters, explain the activity and then have
both teachers go around the room and assist students when
they need help.
Approx. Time 30 min, dice blocks, counters, large table space
and
Materials
Anticipatory The strategy I intend to use is: Invitation/Questions
Set I am using this strategy here because: I want to first invite the
students to sit down at the table and begin asking the
students if they can count to 10. Once they have counted to
10, I will then ask the students different ways they could
represent those numbers (using their fingers, using their
physical bodies, or even their toes). This will hopefully
engage the students and get them excited about the activity.

Procedures The strategy I intend to use is: Exploratory play/question

I am using this strategy here because:
I want the students to be able to explore rolling the dice and
using the counters on their own. I will go around and ask
questions like “what number is that” or “how would you
represent that number with the counters” but the main goal
of this assignment is going to be them independently
exploring numbers.

Teacher Actions Student Actions Data Collected

1. Students will
1. I will invite the come and sit at
students to sit the table and
down where be prepared to
their name tag listen.
is placed at the 2. Students will
large group answer teacher
tables. questions when
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2. I will ask the prompted to do

students to so.
count to 10 3. Students will sit
with me. quietly while
3. I will then have materials are
the students being passed
count to 10 on out.
their own 4. Students will
4. I will prompt engage fully in
students to the activity by
think about rolling the dice
ways they can and recreating
physically the number
represent rolled with
numbers counters.
5. I will then
introduce the
activity and tell
them to roll the
dice and name
that number
and then
represent that
number using
counters.
6. Next, I will pass
out counters
and dice blocks.
7. I will walk
around and
assist students
as needed.
8. When all
students have
recreated each
number 1-6 at
least one time,
they can go
pick a center
9. I will go around
and pick up the
materials
Closure The strategy I intend to use is: Scaffolding/Questions
I am using this strategy here because:
I will be able to assess for student learning by asking
questions and through my observation throughout the
activity. This will allow me to know if I need to scaffold or
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hold the children regarding their understanding of number

sense.

Differentiatio Content Languag Process Product Environme

n Modification Students e Students Students nt
For which s: will only Students need extra will be Students
students are use will use assistance able to still
you numbers yes or rolling the identify struggling
differentiatin 1-4 no dice and numbers might only
g (refer to answers moving and roll the dice
student to counters ways to and count
profile as answer represen the number
well as related t them on the dice
assessment question
data to s from
determine the
individualized teacher
student Extensions: Students Is able to Only teacher Students Students
learning will be use assistance is will be who are
need): promote verbal needed able to more
d to role language when asked verbally advanced
the dice to for help. express can start
and explain ways to combining
recreate how identify numbers to
the they numbers make new
number transfer and numbers.
and then the think of
add the number creative
two from the ways to
numbers dice to express
together. the numbers
counters .
Assessment Teaching Strategy Gold
Mathematics: red ,orange, yellow, green sections
Physical: Yellow, green sections

Evidence of Assessment. Educators can use different types of assessments to know if children

have learned from a result of teaching. Assessments can be in different forms such as informal
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checks for understanding, observation and dialogue, tests and quizzes, academic prompts, and

performance tasks. Some different types of assessment include continuous assessment, effective

assessment, and authentic assessment. Continuous assessment occurs over a period of time and

can provide teachers with the ability to evaluate if students understand a certain standard. There

are numerous purposes of continuous assessment such as identifying a child’s strengths and

weaknesses, to assess and improve the effectiveness of curriculum, instructional strategies, and

teaching as well as being able to provide concrete data to families and other educators to be able

to make informed decisions about a child’s future. Effective assessment uses a variety of data

over time to understand a child’s developmental progress. It is important that all assessments are

effective in the sense that they use a variety of assessment tools to assess students learning in a

particular standard. Authentic assessment is the process of observing, recording, and

documenting the work that children do and how they do it for a basis of future educational

decisions. There are many strategies for authentic assessment such as screening procedures,

antenatal records, and developmental ecology maps just to name a few. When planning out a

lesson plan, teachers can know if students are understanding if they are able to demonstrate

transfer goals and performance tasks. I decided to conduct an anecdotal record since this type of

assessment is informal and occurs with both direct and indirect interactions. An anecdotal record

contains both typical and unusual behaviors and is usually a briefer account of a single event that

can help teachers and parents assess any developmental delays. During center time, I was

observing a student, Sydney as she was painting. When the teacher told Sydney that she had

“three brush strokes left” until the next friend needed to paint, Sydney had a huge meltdown and

proceeded to lay on her back on the floor and scream. See my example anecdotal record below.

Childs Name: Sydney Observer: Emma Bourgain 

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Date: Feb 19, 2021 Settings: Circle Time 

Time: 10:00 AM 

During center time, Sydney was painting, and when the teacher told her that she only had “three

brush strokes left” she proceeded to lay on the floor on the back and scream stating that she “did

not want to be done painting”. 

Interpretation: Sydney was very excited to get to be able to paint but did not want to stop or

share the paint with her friends. When asked to stop painting, Sydney did not know how to

respond to her frustration besides laying on the floor screaming. Would there be a better way in

the future to let Sydney know before she started painting that she has a certain amount of time

until she needs to be done? How can we as teachers help Sydney learn how to regulate her

emotions when she is feeling frustrated?

Reflection

Post Lesson Reflection “The Way I Feel”

1.  To what extent were lesson objectives achieved? (Utilize assessment data to justify

your level of achievement)

While conducting my lesson plan, students' achievement was documented by using the

Teacher Standards Gold. My teacher took pictures of each of the students’ worksheets and

inserted them into the TSGold app on her iPad. I helped her mark different areas that the

students were demonstrating such as awareness of emotions, ability to grasp a drawing

utensil, and expressing feelings. The app sorted out the information, but I was not able to

see the specific levels of each child. From my own observations I would say that a majority

of the students were in the orange/yellow section for socio-emotional development, but the

fine motor physical development skills varied throughout red, orange, yellow and green. 
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2.  What changes, omissions, or additions to the lesson would you make if you were to

teach again?

If I were to teach this lesson again, I would be more prepared with more questions to ask while

reading the story. I could tell that students were very engaged and wanting to answer every

question I had to ask since every child would speak out or raise their hand when asked a

question. The students would get sad if I did not call on them to answer a question. I feel as

though I could be more creative with the questions I asked or even have the children turn and

share their answers with a neighbor since every student wanted to answer the questions which

took a while. Another addition I would make is to add more sections for students to draw

emotions. I only made two sections, for two different types of emotions but I felt that some

students had more emotions that they wanted to draw but they did not have the space for it on the

worksheet. Another personal addition for teaching this lesson again would be to have better

classroom management skills and be able to bring the class back together more effectively when

they get off task. 

3. What do you envision for the next lesson? (Continued practice, reteach content, etc.)

I envision that the next lesson will be a continuation of this lesson. Since emotions are a complex

topic to teach and to understand, students will need more practice with this topic. Reading more

stories or creating role play events where students are identifying different emotions would be

beneficial to this development. I would also like to do the next activity with small groups based

on developmental levels. Since some children in this class are more advanced than others,

splitting the kids into groups will help to be able to modify the assignment to be easier or more

challenging depending on the group of students. 

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4. If you used co-teaching, would you use the same co-teaching strategy for this lesson

if you were to teach it again? Were there additional co-teaching strategies used

during the lesson not planned for initially? Please explain.

I would utilize the same co teaching strategy of one teach one assist. This was very beneficial to

both me and my mentor teacher. My mentor teacher was able to sit back and observe the

student’s language development while I was reading and asking questions. This is something that

she does not get to do very often and was very happy to be able to take language development

notes. During the worksheet activity, all four teachers were walking around and assisting

students in drawing and writing out their drawings. This was beneficial because I would not have

been able to go around to each student and write down what they drew in allotted time for my

lesson. In the future, I want to be more confident in my leadership skills and abilities so that the

other teacher really can sit back and observe and not have to intervene with classroom

management or behavioral issues that I was unsure how to handle.

Fieldwork Assignment/Course Reflection

Throughout the course, we completed different fieldwork assignments that covered the topics of

developmentally appropriate practice, understanding by design, unpacking standards, essential

questions/understanding understanding, assessment and evaluation of children’s learning, and

planning for children’s learning. Understanding by design, unpacking standards, and essential

questions are critical when understanding effective ways to lesson plan. Assessment and

evaluation of learning along with planning for children’s learning must be developmentally

appropriate. Planning for student learning by knowing your individual students strengths and

weaknesses is an important aspect of creating an effective learning environment. Throughout this

course and my practicum placement I learned that I actually am more comfortable taking charge
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in classroom situations than I thought and that as a teacher you show confidence, your students

will respect you and listen to you more. I also learned that good teaching really comes with

experience. It is important to not be too hard on yourself when you are just getting your feet

under you, since aspects like classroom management and confidence really do develop over time

and with experience. During my practicum placement, I had hands on experience with using the

TSG assessment tool and learned how to classify different activities and behaviors into the TSG

domains and objectives. This was a big light bulb moment for me since it was connecting what

we had been learning about the TSG in class to applying it in real life situations. Going forward,

I have some new goals that I want to set for myself for the upcoming semesters. These goals

include, working to master lesson planning, continuing to build my confidence in the classroom,

and learning different assessment methods that different schools use. This semester I got a little

bit of all of this but going forward I think learning more and mastering these goals will make me

a stronger teacher.

Appendix

Unpacking Standards – “Inside Out” Method

Lesson Plan: The Way I Feel  

Standard:
Socio-Emotional Development: 4. The ability to recognize and regulate emotions and behavior
 
Preschoolers may: Manage actions, words, and behavior with increasing independence.
 
 
 
 

Stated/Implied “big ideas” in NOUNS: Stated/Implied performances in

Emotions VERBS:
Behavior Recognize
Ability  Regulate
 
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Adjectives/Adverbs:
Manage
Increasing independence 
 
 
 

Understandings (nouns) Transfer Goal(s) (verbs)

Application: Children are able to recognize their own and their Application:  Managing 
classmate’s feelings and emotions and regulate/manage them  
appropriately.  Explanation: Examining 
   
Explanation: Children are able to explain how they are feeling  
and examine the feelings of classmates.   
   
   
 

Essential Questions (nouns) Performance Task(s) (verbs)

Open-Ended Questions – Can you show me what it looks like Application: Recognize; children
when someone is happy/sad/mad/etc? What do you feel in will be able to understand others
your body when you are happy/sad/mad/etc? What makes the and their own feelings. 
girl feel frustrated? What do you think would make her feel
better? When was a time you felt happy/sad/mad/etc?  Explanation: People; children
  begin to be able to explain their
Close Ended Questions – Does Susan look happy or sad in this feelings to their peers and be able
picture?  to recognize others’ emotions. 
 
 
 
 
 

Criteria (adjectives/adverbs)
*can apply TSG - social-emotional objective 2: establishes and sustains positive relationships;
dimension b: responds to emotional cues; level 2- reacts to other emotional expressions 
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 *can explain; TSG - social-emotional objective 3: participates cooperatively and constructively in
group situations; dimension b: solves social problems; level 2: expresses feelings during a conflict. 

Standard: 
Physical Development: 3. Fine Motor Skills: The control of small muscles for such purposes as using
utensils, self-care, building, and exploring.
 
Preschools may: Manipulate writing, drawing, and art tools.
 
 
 
 
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Stated/Implied “big ideas” in NOUNS: Stated/Implied performances in VERBS:

Muscles Control
Utensils Purpose
Self-Care
 
 
 

Adjectives/Adverbs:
Building
Exploring
 
 
 
 

Understandings (nouns) Transfer Goal(s) (verbs)

 Application: Children are able to hold and use a writing  Application:  Perform 
utensil. 
Self Knowledge: Will be able to 
Self Knowledge: Children demonstrate their knowledge of  
fine motor skills by manipulating drawing utensils.   
 
 
   
   
 
 

Essential Questions (nouns) Performance Task(s) (verbs)

 Open-Ended Questions: Can you draw what emotion you Application: Illustrate; DAP; use
are feeling? How would you draw someone drawing utensil to draw and label
happy/sad/mad/etc?)  different emotions. 

Close Ended Questions: Can you show me how to hold a Self Knowledge: Perform; students use
writing utensil?  their fine motor skills to manipulate a
  drawing utensil. 
 
 
 
 

Criteria (adjectives/adverbs)
 (TSG)
 *can apply; TSG - physical objective 7: demonstrates fine-motor strength and coordination;
dimension b: uses writing and drawing tools; level 4 - Grips drawing and writing tools with whole hand
but may use whole-arm movements to make marks. 
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 *have self-knowledge; TSG - Physical objective 7: demonstrates fine motor strength and
coordination; dimension a: uses fingers and hands; level 4: Uses fingers and whole arm movements to
manipulate and explore objects. 

 
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“The Way I Feel” Lesson Plan Handout

The Way I Feel

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