Sandra Carolina Hernández Rivera

Capstone Project
March 31, 2022
Learning Context
 Teaching and Learning Context
Demographic Information

 Class size and gender of students: 23

Group 1: 7; 4 male, 3 female
Group 2: 8; 6 male, 2 female
Group 3: 8; 4 male, 4 female

 Free and Reduced Lunch Percentage for the school:

36%

 Students classified as English Language Learners

4

 Students receiving services through an IEP

19

 Students receiving services through a 504 plan

none

Support and Services

 Paraprofessionals in the classrooms

5 paraprofessionals

There is an aid for L

There is an aid for W
There is an aid for D
There is an aid for G
They help the student individually with their tasks-they prompt them to stay on
task or to keep working, etc.
They also will accompany them to where they have to go to make sure they get
there and so that they are safe.
They also are in charge of handling the students if there are any behavioral
problems. However, the other teachers also help if it turns violent.
There is one main paraprofessional that is in Mrs. Parker’s class. She assists
with computers-setting them up, grabbing codes for the students. She also helps
with some group activities when the students have to show they have learned
some sight words or phrases. She also helps with behavior sometimes.

 Pull-out services available in the school and those used by students in your class
This is a pull-out class, so all students are being pulled out to be here, in this
classroom (of Mrs. Parker).
 There is math or reading pull-out. Some students do both and some don’t.
They can be pulled out by ot, pt, speech, and/or language.

 Weekly schedule of classroom:

Monday Tuesday Wednesday Thursday

8:35-9:50 1st period 1st period 1st period 1st period
9:55-11:05 2nd period 2nd period 2nd period 2nd period
11:05-11:45 LUNCH LUNCH LUNCH LUNCH
11:50-12:35 1st encore 1st encore 1st encore 1st encore
12:40-1:25 2nd encore 2nd encore 2nd encore 2nd encore
1:30-2:40 3rd period 3rd period 3rd period 3rd period
2:45-3:25 4th period 4th period 4th period 4th period

1-3 period = reading

4th period = spelling

Friday
8:35-9:25 1st period
9:30-10:15 2nd period
10:20-11:05 3rd period
11:05-11:40 LUNCH
11:45-12:15 1st encore
12:20-12:50 2nd encore
12:55-2:00 Flex

Environment

The new principal is very kind to the students and talks about how the school focuses
on helping the students as much as possible, because they are going through a critical
stage in their life. The school wants to provide the necessary resources and be one
resource for students and parents that they can trust. Reaching high standards for
learning and behavior and having a place where students meet their basic needs is part
of the purpose of this school.

Right now, there are no Schoolwide PBIS. Before, they used to have school-wide
kindness tickets. The students would gather tickets, and then the principal would draw
about 20 students and give them some prices.
They also had school-wide dojos (explain right below).

In the classroom I am in right now, the teacher uses dojos to encourage good behavior
and finished work. When a student behaved after a rotation and finished his/her work,
they get a dojo. At the end of certain time, they count the dojos, and the teacher will
throw a classroom “party,” where the students can buy some treats with the dojos.
In my future classroom I think I would like to try having something similar to the dojos.
However, I want to find a way to motivate them first in other ways that don’t involve just
rewards. I want my future students to be intrinsically motivated. Another strategy that I
could use would be student vs. teacher and classroom contracts.

Teaching Application

The information that I gathered will help me in a future because it allowed to look
around the classroom and look at the different rules, schedule, visuals, among other
things that I could use or need in my own classroom one day. I think that it is very
important to think about all these things from now so that when I am in the situation
myself, I can try to see this information at the beginning so that I can be prepared. By
knowing the percentages in one school, it can give me one idea of how things work in a
school with certain characteristics and needs. I also like to learn about the school’s
priorities and goals. It gives me a small insight into what schools are focusing on.
Big Idea, Essential
Questions, KUDos
 Big Idea, Essential Questions and Desired Results

Unit topic: “Make Me Laugh”

Reading comprehension and vocabulary learning

“Comedy is important because laughing can be really good for you and your health and
for those around you.”

Standards:
RL.6.2 Reading: Literature
Determine a theme or central idea of a text and how it is conveyed through particular
details; provide a summary or judgments.
RL.6.2 Reading: Literature
Determine the meaning of words and phrases as they are used in a text, including
figurative and connotative meanings; analyze the impact of a specific word choice on
meaning and tone.

Big Idea:
We learn vocabulary and understand a theme of a text to be a better reader and
learner.

Essential Questions:

 What is comedy?
 Why do we need to learn new vocabulary?
 How does/can reading help us in our life?
 How does determining the theme help us be a better reader?

 How do we write a joke?
 What makes something funny?
 Why do you think we laugh?
 How do you think our emotions or mood can affect those around us?

Desired results (KUDos):

KNOW:
-The vocabulary: comedy, comedian, punchline, skit.

DO:
-The students will write down jokes and will read about the changes that go in your body
when you laugh.
-Students will explain what the book is about and make summaries about the individual
stories.
-Read fluently.

UNDERSTAND:
-We can make others laugh to make them feel better.
-Comedy is the theme of the story.
-The four individual stories are connected to the overall theme.
Curriculum Map
 Curriculum Map for Unit 1: Make Me Laugh
Sandra Hernández, Stephanie Parker (Mrs. Parker)

SWBAT comprehend the book and its different stories/parts. They will learn different vocabulary
definitions.

Lesson 1 Lesson 2 Lesson 3 Lesson 4 Lesson 5

January 31 February February 9 February 14 February 16
2
Standards RL.6.2 RL.6.2 RL.6.2 RL.6.2 RL.6.2
Reading: Reading: Reading: Reading: Reading:
Literature Literature Literature Literature Literature
Determine a Determine Determine a Determine a Determine a
theme or a theme theme or theme or theme or
central idea or central central idea central idea central idea
of a text and idea of a of a text and of a text and of a text and
how it is text and how it is how it is how it is
conveyed how it is conveyed conveyed conveyed
through conveyed through through through
particular through particular particular particular
details; particular details; details; details;
provide a details; provide a provide a provide a
summary or provide a summary or summary or summary or
judgments. summary judgments. judgments. judgments.
or
RL.6.2 judgments RL.6.2 RL.6.2 RL.6.2
Reading: . Reading: Reading: Reading:
Literature Literature Literature Literature
Determine RL.6.2 Determine Determine Determine
the meaning Reading: the meaning the meaning the meaning
of words and Literature of words and of words and of words and
phrases as Determine phrases as phrases as phrases as
they are the they are they are they are
used in a meaning used in a used in a used in a
text, of words text, text, text,
including and including including including
figurative and phrases figurative and figurative figurative
connotative as they connotative and and
meanings; are used meanings; connotative connotative
analyze the in a text, analyze the meanings; meanings;
impact of a including impact of a analyze the analyze the
specific word figurative specific word impact of a impact of a
choice on and choice on specific word specific word
meaning and connotativ meaning and choice on choice on
tone. e tone. meaning and meaning and
 meanings; tone. tone.
analyze
the impact
of a
specific
word
choice on
meaning
and tone.

Lesson SWBAT read SWBAT SWBAT SWBAT SWBAT

Objectives aloud to read a comprehend demonstrate demonstrate
improve their story aloud what an comprehensio comprehensio
reading and and write interview is n on the n on the
will learn and antonyms and how it is reading by whole reading
write down 5 of some given. applying what and the whole
new words. SWBAT they read in a unit by
vocabulary SWBAT fill interview strategy for summarizing
words in thought others and be summarizing or making a
correctly. and speech interviewed. or recalling. word web.
SWBAT know bubbles. SWBAT know SWBAT recall
what happens what a word what they
to your body web is and have read
when you form one. and express
laugh. it.
Assessme Activity 1-3 Activity 4-6, Interview Word web The students
nt Plan Observation 8 activity. Discussion in will be
Answers to Observatio Their groups assessed with
questions as a n questions, Observation the
group. Answers to their answers Jokes written participation
questions to my -following on the word
as a group. questions. directions web and
written
reading.
explicitly.
They will also
be assessed for
their
comprehension
of the whole
unit-with a
small quiz.
Integration Read, discuss, Read, Read, ask Ask what they Jokes
ask about discuss. about the remember What is a
experiences Ask about interview to from last word web?
surrounding experience see reading Ask questions
the topic. surroundin comprehensio Read aloud to encourage
Comment g the n: what is What is a their memory
when reading- hospital needed to be skit? on the book.
encourage section of a comedian?, What is When revising
thoughts and the book. what makes it comedy? their answers,
 comments Share an an interview?, What is share the
about the experience What is a humor? reasoning of
reading-for as a skit?, etc. What is a the right
comprehensio teacher. They can use word web? answers that
n. They will the book if Have them they might
Incorporate come up needed. create a word have more
the with ideas web on Nancy struggle
vocabulary. they will Gibson’s remembering.
Unscramble WRITE interview to Share their
words. down about review and favorite jokes.
Students will what prepare them Do both word
find new makes for the webs of the
vocabulary them assessment story “The Girl
words in the happy and next class. Who Wouldn’t
book and write would Laugh” and “A
them down -at make them Laughing
least 5. happy Matter.”
when sick Give post-
or tired, assessment.
etc. Explain
and
practice
antonyms
with
students.
Literacy Book “Make Book Book “Make Book “Make Book “Make
Resources me Laugh” “Make me me Laugh” me Laugh” me Laugh”
Laugh” Jokes from
Jokes from the internet
the internet
(for
children in
3-5th grade)
Pre-Assessment Design
Name ________________

Pre-assessment

1. What is a fact?
a. Truth
b. Opinion
c. Lie

2. What is fiction?
a. Something that is not real
b. Something that is true and real
c. Something that is fixed.

3. The quality of being amusing or comic, especially as expressed in

literature or speech.
a. Humor
b. Book
c. Patience

4. A short comedy sketch or piece of humorous writing, especially a

parody.
a. Skit
b. Words
c. Story

5. The witty exploitation of the meanings and ambiguities of words,

especially in puns.
a. Humor
b. Wordplay
c. Patience

6. The final phrase or sentence of a joke or story, providing the humor or

some other crucial element.
a. Joke
b. Punchline
c. Skit
7. A word of opposite meaning.
a. Antonym
b. Synonym
c. Joke

8. A word that has the same meaning as another word in the same

language.
a. Laugh
b. Joke
c. Synonym

9. Can laughing help ease pain?

a. Yes
b. No

10. Why is laughing good for you?

Pre-assessment Data
Date Administered:
February 16, 2022
This assessment was administered in groups -in their rotation groups. They answered it
individually, but I read the questions and answers to them. They weren’t allowed to
share answers. The groups were approximately 3-4 students.

Pre-assessment Description:
For my pre-assessment, I set the timer for 20 minutes, which is the same as the
regular time they have in their rotation groups. While the group that was with me
presented, the rest went to their regular rotations. Most of the students have the
accommodations of having their test read to them. I thought it would be best to just read
it to everyone since there would just be about one student that didn’t need it per group.
At the end, they all needed it read aloud, because of the words I used on the test. I also
had to reword the questions as I read them to a simpler version of them. I gave some
definitions of words they asked of the questions, but not of the answers. The test was
given to all the groups I teach. There were 3 class periods and two rotation groups in
each. In total, 21 students presented the pre-assessment today. Two students were
absent in total.
The students presenting were in a table on the corner with me, apart from the
rest, who were on computers with their headphones on or on the other side of the room
reading with Mrs. Williams. There was appropriate lighting.
The assessment focused on vocabulary words they need for the lessons of my
unit and from the book we will read – words that are important for them to understand
what they read. Also, some concepts that I wanted to know if they understood; for
example, synonyms and antonyms. My goals of my pre-assessment was prepare them
for the reading we would be doing together and the activities for it, as well as let me
know where they are at so that I know if I needed to simplify activities or focus on
something they struggle with. I planned to use the results in things we would go over
throughout the unit. If the results were positive, I would have needed to challenge them
more, but the results were low, I would try to keep some of the goals but given in simple
ways on my lessons so that they could be challenged but still learned and progressed.
The main concepts included in my pre-assessment were comedy sketches (humor, skit,
etc.) fiction meaning, synonyms and antonyms. The standards that I based my unit and
assessment on were, RL.6.2 Reading: Literature – Determine a theme or central idea of
a text and how it is conveyed through particular details; provide a summary or
judgments AND RL.6.2 Reading: Literature – Determine the meaning of words and
phrases as they are used in a text, including figurative and connotative meanings;
analyze the impact of a specific word choice on meaning and tone.
I decided to do the assessment in questions of multiple choice, because I knew
that the students assessed were on lower levels of reading, and they were all even on
very different levels from each other. I thought this would be the best and most effective
to assess them to see their reading, their knowledge and to have all of their answers,
since some of them struggle with their communication and in not choosing their answers
based on what others chose. I will present the results of two students per group-6
students.
Reliability, Validity, and Bias
I tried to make my pre-assessment as reliable as possible. My mentor teacher
was really trusting and encouraged me to do what I could so that I could just learn from
it. I realized when I gave the test that some of my questions had some vocabulary that
were too advanced for my students, since some of them have a lot lower levels of
reading than others. I was able to simplify the questions as I read them aloud to the
students. This might cause it to not be too reliable, but maybe more than it was if I
hadn’t simplified the questions. I also tried my best to define the “harder” words. I did
not define the words that I knew they were supposed to know or that were or gave the
answers to the questions. I think, however, that it was valid because of how they were
based on the standards I would focus on and the book that we would be reading. I
focused on the grade-level goals, but that is why it wasn’t appropriate for everyone. This
means it was biased at first to the grade-level students in general education. I was glad,
though, to recognize this immediately as I read the questions to the students. I believe
that my adaptation made the pre-assessment more appropriate and a lot more valid,
reliable, and unbiased. This helped me know how to modify or create my unit.

Results:

Pre-assessment Results by Item

10

6
Question #

Wrong
5 Correct

1
0 1 2 3 4 5 6
Number of students in total
 Pre-assessment Results by Student
9

0
Lucas Zeekk Fabian Dwight Atwell Calvin

Wrong Correct

Student Examples:
Summary of Data:
This pre-assessment helped me in several ways. It didn’t just give me data of
where the students are and how their level is regarding reading and the comprehension
of the reading we will have, including its vocabulary. It gave me a lot of insight in the
students’ attitude, their desire to work, their anxiety. Moreover, it gave me insight on the
many things I need to do better, adjust, accommodate or modify, according to each
student’s needs. I think that it gave a lot of understanding on what I can do better and
how I can improve in a future to not be so biased when doing my assessments.
The fact that I did not know my students that well affected my testing, but I also
should have seen beforehand of some of their capabilities either way. In the
assessment, most of the children taking it did not know most of the questions’ answers.
I had looked up what fifth graders should be knowing by now and even 4 th graders just
in case their levels were lower. I still did not give them a simple enough test, which
caused me to simplify my questions as I was reading them to the students. They were
doing a lot better with my modification on the moment, but many still did not know a lot
of the vocabulary, which was my goal -to know if they did. It was meant to introduce
these words or remind them of their existence. I wanted them to learn new vocabulary
and desires to read throughout the unit. This test just allowed me to see what to repeat
more and what to not focus on so much. It pretty much shaped my unit. I would go back
to my pre-assessment to see if I had covered all I asked, because if not, there would be
no point on having the assessment. It also tested the comprehension they would have
at the end of reading the book together. I saw many students trying to copy, but I tried to
reassure them that they did not need to do that, for it was to let me know what they
know. It allowed me to see as well how much confidence these children need. They all
think that getting the answers right is equal to having more worth as a person. I told
myself after seeing this during the assessment that I would help them change that
mindset as much as I could to focus on hard work and trying.
Lesson Plan 1
 Lesson Plan 1
SPED 435

January 31, 2022

Unit topic: “Make Me Laugh”
Reading comprehension and vocabulary learning

“Comedy is important because laughing can be really good for you and your health and for
those around you.”

Standards:
RL.6.2 Reading: Literature
Determine a theme or central idea of a text and how it is conveyed through particular details;
provide a summary or judgments.
RL.6.2 Reading: Literature
Determine the meaning of words and phrases as they are used in a text, including figurative and
connotative meanings; analyze the impact of a specific word choice on meaning and tone.

Objective: Students will be able to comprehend the book and its different stories/parts. They will learn
different vocabulary definitions.

Student-Friendly Objective: I will pay attention to the reading and learn how to write new words from
the book.

Assessment Plan:
The students will be assessed with their workbook. They will read aloud, and we will take turns. I will
also read. They will then complete a self-evaluation of some learning goals they have as a class. Then,
they will share what words from the activity 1 they don’t know. They will look through the book and find
5 words they don’t know and write them down on their booklet. That will help me out to define the
words when we read or use them in our lessons.

Materials Needed:
 Booklets of “Make Me Laugh” with worksheets for the story -vocabulary and reading
comprehension.
 Pencil
 Book “Make Me Laugh”

Key Vocabulary:
All
But
Can
Do
Help
How
Put
What
NEW WORDS:
Laugh
Camp
Money
Comedian
Perform
Jokes
Rich
Punch line
Stomach
Heart
Armpit
Neck
Muscle
Body
Face
lungs

Anticipatory Set:
Show the cover of the book. Ask what they think the book is about and what they think of it, what they
predict. After that, do the self-evaluation to see where they see themselves and their learning. Also, talk
about reading -if they like it, why or why not?

Instructional Inputs:
 Expectations: We are going to read, and we will discuss as we read what we think, feel, or don’t
know. Asking questions is allowed/encouraged.
 Explain to students what the book will consist of- one story, one interview, some cool facts, and
jokes at the end + how to write your joke.
 What do you guys think happens to your body when you laugh?
 What is comedy?
 Why do you think laughing is good for you?
 Have you experienced this before?
 Do you like laughing? Why?
 What makes you laugh?

Modeling:
 Start reading the book and then say a comment about it or something you liked or didn’t know.
 Model how to unscramble words and what to do with the activities for the first question.
 Model how to look through the book before reading for words that they don’t know or don’t
know how to write.

Guided practice:
 Go around and have each student read. Ask questions throughout the reading and pause
them to discuss the reading and what they find interesting.
 If they don’t want to read, have them read the small bubbles at least.
 Have the students then answer the activity #1 and #2. If there is time, start #3. Assist as
needed.
Closure:
 Check together their work and tips on how to do the unscrambling of words.
 Did they get it right? What words were hard for them or didn’t know before?

Independent practice/application:
 Activities 1-3 (OR 1 and 2)

Differentiation
 Read aloud questions and answer options (not telling them the actual answer).
 Continuing the next activity if the student is done.
 Groups that allow for each student to participate.
 Aids will assist with writing if they can’t write as much as their peers.

Transition to next activity:

 The timer will go off at 20 minutes. Then, the students will rotate and the other group will come
with me, and the others will go to computers to do System 44. Afterwards, they will have
independent reading time.

Reflection:
I really liked teaching today for the first time an actual lesson in this
classroom. Sister Parker has a very good organization and system already, so it was
easy to plan my lesson around it. Something that she told me was that they use
“dojos” to motivate students to do their work and stay on task. They all receive one
dojo if they work and are not having a lot of behavior problems. I have permission
to not give dojos if they don’t work in my group. I never really liked giving prices
or taking away from students. I just always felt like that was not the right
motivation. However, I am starting to see the positive parts of it. Some students do
work with that incentive, and some don’t. However, I want to figure out how to
motivate them without using the dojos. I think something that I did good was
following the 20 minutes. I also think that I was able to have a very structured
lesson. However, I think that my lesson wasn’t that fun or engaging. I think that is
something I want to work on for the next lesson I teach.
Lesson Plan 2
 Lesson Plan 2
SPED 435

February 2, 2022
Unit topic: “Make Me Laugh”
Reading comprehension and vocabulary learning

“Comedy is important because laughing can be really good for you and your health and for
those around you.”

Standards:
RL.6.2 Reading: Literature
Determine a theme or central idea of a text and how it is conveyed through particular details;
provide a summary or judgments.
RL.6.2 Reading: Literature
Determine the meaning of words and phrases as they are used in a text, including figurative and
connotative meanings; analyze the impact of a specific word choice on meaning and tone.

Objective:
 Students will be able to comprehend the book and its different stories/parts – How laughter
affects the body.
 Students will be able to write antonyms.

Student-Friendly Objective:
 I will pay attention to the reading to write down how laughing affects the body.
 I will know what antonyms are.

Assessment Plan:
The students will be assessed with their workbook. They will read aloud, and we will take turns. I will
also read. I want to also know if the students can create their own ideas and write them down since they
are struggling with writing too. I will assist them as possible, but I want them to at least know what they
want to write and then I can help them with spelling, and they can write it down themselves.
The first activity (4) will be about comprehension from the book. They will be assessed to see if they
remember what we have read. They will be allowed to use the book after trying without it- I’ll see if they
are able to find where the answers are.
I will also assess their knowledge on antonyms after explaining what they are. They will choose from the
options below and write the correct one on the right line.

Materials Needed:
 Booklets of “Make Me Laugh” with worksheets.
 Pencil
 Book “Make Me Laugh”

Key Vocabulary:
 Face
 Stomach
 Muscles
 Lungs
  Heart
 Idea
 Hospital
 Laugh
 Rich
 Happy
 Smile
 Shout
 Heavy
 Win
 Easier
 Poor
 Sad
 Harder
 Light
 Whisper
 Frown
 Lose
 Cry

Anticipatory Set (Gain Attention/Motivation/Recall Prior Knowledge):

Tell them a joke. Allow for maybe one joke per person. After that, connect it to the book and start
reading.

Instructional Inputs:
 We are going to read, and we will discuss as we read what we think, feel, or don’t know. Asking
questions is allowed-encouraged.
 As we read about how there are people that come to hospitals to visit children and make them
laugh, ask them if they knew about this. Share examples and experience -dog for children to pet
in a hospital. My brother even took a picture with the dog. He used to go to Shriner’s Hospital
every year. Things like that helped children have a better outlook of where they were and keep
them wanting to be there. It was awesome.
 Encourage them to come up with ideas-what makes you happy?
 What would you like or who would you like to visit you if you were not feeling well? (Any
famous person or character?)
 If you could make a hospital, what would you put in there if one of your loved ones was there-to
make them feel better/happier?
 What is the name of the words that mean the opposite of another word?
 Explain what antonym is. Give at least 3 examples (as needed): hot/cold, up/down, water/fire,
soft/hard.

Modeling:
 Model antonyms-how to think of it and find one.
 Model the hospital ideas-bring an example and write it down. -Shown thinking process.

Guided practice:
  Take students through the worksheet step-by-step. Everyone goes at the same pace through
each activity unless the activity is too easy for them.
 We will go through the activity together. I will ask questions to prompt them to participate and
answer the questions.

Independent practice/application:
 They will answer the antonym parts individually and then we will check their answers together.
(Unless it is too hard-I will assist them in answering correctly by asking questions and explaining
the thought process so they can do it too.

Differentiation
 Read aloud questions and answer options (not telling them the actual answer).
 Allow continuing to the next activity if the student is done.
 Groups that allow for each student to participate.
 Aids will assist with writing if they can’t write.

Transition to next activity:

 The timer will go off at 20 minutes. Then, the students will rotate and the other group will come
with me, and the others will go to computers to do System 44. Afterwards, they will have
independent reading time.
Closure:
 Go through their answers together
 Explain again what an antonym is after asking them what it is.
 Allow for questions.

NOTES:
Before reading:
We are reading about a girl that didn’t laugh… what has happened so far?
Why is the mom worried?
Would you be worried if someone you love didn’t laugh for a long time? Why?
What would you do to cheer them up?
Do you think it’s important to care for those we love?

Read

After reading:
What genre is the story?
What clues suggest it is a fictional text?

Do:
Activity 6 and 8
Finish what isn’t done.

If there is extra time or someone finishes early:

Create your own comic or retell the story in a comic, without using the book.

Reflection:
 Today, the students were very energetic. We had a good time when reading,
but some of them did not believe that laughing really did all the things we read
about. When we read about the hospital, some of them had not really experienced
anything in a hospital or did not know there were hospitals where they allow
clowns or people and animals to visit the children. It was something that I had not
thought about that students did not know and understood. Another mistake in that
same topic, was that when asking about it, some children had been in hospitals for
reasons that are not the best to share or that are too personal and sad. I had to
change the topic or connect it in a way that the students did not dwell on what was
said. For example, a student shared how she was in the hospital once for suicide
watch. I did not want her to start sharing more things about it, because she has a lot
of behavior problems and can be triggered very easily. She has been aggressive
recently towards her aid. She did pretty good today. I am still finding out how
much I can push her to work and do more when she does not want to. I want to
know how to tell the line or limit without having to experience a breakdown while
trying. Something I did good was to encourage students to keep on trying to read
when they did not want to read or said they could not read.
Lesson Plan 3
 Lesson Plan 3
SPED 435

February 9, 2022
Unit topic: “Make Me Laugh”
Reading comprehension and vocabulary learning

Standards:
RL.6.2 Reading: Literature
Determine a theme or central idea of a text and how it is conveyed through particular details;
provide a summary or judgments.
RL.6.2 Reading: Literature
Determine the meaning of words and phrases as they are used in a text, including figurative and
connotative meanings; analyze the impact of a specific word choice on meaning and tone.

Objective:
 Students will be able to comprehend what an interview is and how an interview is given.
 Students will be able to interview others/be interviewed.

Student-Friendly Objective:
 I will pay attention to the interview we read together.
 I will interview a friend and/or let someone interview me.

Assessment Plan:
The students will be assessed with their workbook. They will read aloud, and we will take turns. I will
also read. I will take a look at their work and what they have written. I will observe if they can read and if
they ask questions to their peer besides them. If they have trouble with their verbal communication, I
will have them be interviewed first -I will assess their ability to answer a question.

Materials Needed:
 Booklets of “Make Me Laugh” with worksheets.
 Pencil
 Book “Make Me Laugh”

Key Vocabulary:
Skit
Sketch
Punch line
How
When
Who
What
Why
Interview
Comedian

Anticipatory Set:
Ask about what we read last lesson. See what they remember. Let them tell you what is next in the
book. Introduce the interview.
What is an interview?
Explain it.
Ask if they have every been interviewed or if they have interviewed someone.

Instructional Inputs:
 Expectations: We are going to read, and we will discuss as we read what we think, feel, or don’t
know. Asking questions is allowed/encouraged. We will all participate.
 What makes it an interview?
 Would you like to be a comedian?
 What is needed to be a comedian?
 Can anyone be a comedian?
 What is a skit?
 What is a sketch?
 What is comedy?

Modeling:
 Start reading the book and then say a comment about it or something you liked or didn’t know.
 The book does a good job of explaining/modeling how to interview someone.
 Model the first question and answer (your personal answer). Example: movies.

Guided practice:
 Assist the students when they are doing the activity. See if they are doing it and if they have
any questions. Give them some ideas or a small push if they seem to be having trouble with
reading or the answers to the questions.
 Allow them to use the book for ideas or help.

Closure:
 Check together their work. Share their answers and the favorite jokes.
 Allow them to ask questions. Ask what is a sketch again and a punch line.

Independent practice/application:
 Interview worksheet.

Differentiation
 Read aloud what they CANNOT read-after they have tried.
 Continuing the next activity if the student is done.
 Groups that allow for each student to participate.
 Aids will assist with writing if they can’t write as much as their peers.
 I will write down the jokes for them. They will dictate them to me, though.

Transition to next activity:

 The timer will go off at 20 minutes. Then, the students will rotate and the other group will come
with me, and the others will go to computers to do System 44. Afterwards, they will have
independent reading time.
Reflection:
Today, I remembered I could try the student vs. teacher until the last period. I gave it a
try because I saw they were all talking so much. I told them I would bring them a treat if they won.
They surprisingly did really good! They all helped each other to pay attention and behave. I loved that
they all participated and read. I think I will try it again. I am still struggling with establishing behavioral
strategies. It is hard when a student doesn’t want to work. I don’t know if I should stop and talk about it
or just carry on with the rest of the students. It was done the same way it has been done: I teach a small
group of 3-4 rotating from my lesson to computers. After they are all done, they work on their individual
work on their reading binder. There are two rotations in each class period. I end up teaching six times a
day the same lesson. I need to find ways to keep all of them engaged. I think what went well was the
planning on the lesson. I managed the time in a much better way, where we were able to finish all the
work that we needed to do and not in a rushed way. They had the time they needed to do their work.
For the groups that were a little more advanced or better at behaving, if we had 2 minutes left, they
were good at playing a “Crazy Word” game. They must read the word in the card to be able to put it
down, and the rest of the rules are very similar to Uno card game. Just two groups were done before the
time was up.
INTERVIEW
QUESTIONS

What are some things that make you laugh?

Do you consider yourself a comedian? Why?

Would you ever like to work professionally as a comedian?

What do you need to be a comedian?

What is your favorite joke to tell? (no bad words, no

PERSONAL THOUGHTS

Share something you really liked from the interview

(the one you did with your peer) at the end of the paper.

Student Examples:
Lesson Plan 4
 Lesson Plan 4
SPED 435

February 14, 2022

Unit topic: “Make Me Laugh”
Reading comprehension and vocabulary learning

Standards:
RL.6.2 Reading: Literature
Determine a theme or central idea of a text and how it is conveyed through particular details;
provide a summary or judgments.
RL.6.2 Reading: Literature
Determine the meaning of words and phrases as they are used in a text, including figurative and
connotative meanings; analyze the impact of a specific word choice on meaning and tone.

Objective:
 Students will be able to demonstrate comprehension on the reading by applying what they read.
 Students will be able to know what a word web is. They will be able to form one.

Student-Friendly Objective:
 I will pay attention to the reading and build a word web about one of the stories.
 I will write down my own joke and share.

Assessment Plan:
The students will be assessed with their written jokes. I will see what words they still don’t know how to
spell. They will read aloud, and we will take turns. I will also read. I will take a look at their work and
what they have written.

Materials Needed:
 Booklets of “Make Me Laugh” with worksheets.
 Pencil
 Book “Make Me Laugh”

Key Vocabulary:
Skit
Punch line
Word web
Recall
Retell
Comedian
Comedy
Humor

Anticipatory Set:
Ask about what we read last lesson. See what they remember. Let them tell you what is next in the book
to read today. Introduce the part. Tell them they will be reading jokes.
Instructional Inputs:
 Expectations: We are going to read, and we will discuss-do they find it funny? Have they heard
the joke before? They can make comments as we read.
 What makes it a joke?
 What is a punchline
 What is a skit?
 What is a sketch?
 What is comedy?

Modeling:
 Model how to read a joke aloud.

Guided practice:
 Ask what is a word web?
 Then, tell them they will be doing one.
 After that, tell them how there are some correct options and some wrong. Let them
organize the word web themselves. They will speak to one another-discuss and do it
together as a group.
 Ask them questions to encourage their memory.
Closure:
 Check together their work.
 Share their answers and the favorite jokes.
 Allow them to ask questions. Ask what a sketch is again and a punch line.

Independent practice/application:
 Write down a joke following the book’s steps. If not, their favorite joke. The point is to make
them write and have fun at the same time. The goal is to not have a no from a student to write
or read.

Differentiation
 Read aloud the options for the word web.
 Continuing the next activity if the student is done.
 Groups that allow for each student to participate.
 Aids will assist with writing if they can’t write as much as their peers.
 I will write down the jokes for them. They will dictate them to me, though.

Transition to next activity:

 The timer will go off at 20 minutes. Then, the students will rotate and the other group will come
with me, and the others will go to computers to do System 44. Afterwards, they will have
independent reading time.

NOTES:
1Read the joke section
2.Do the wordweb
3. Practice making a joke
4. tell them about the project of making a joke book next time.
5. students will point out their favorite jokes on the book.
6. students will write down their own jokes.

7.if there is time teach them how to tell a joke correctly.

Reflection:
I did try the student vs. teacher with the second group and after that, because I forgot with the
first group. They were all very excited because of Valentine’s day, so it was very helpful. I got Ayden to
read for the first time. I was so excited! He even volunteered to keep reading. I was very surprised at
how good he can read. He just did not want to read before, and I had thought it was because he just was
embarrassed or didn’t want others to laugh at him (that is what he had told me). However, he is one of
the best readers of the class. He behaved so much better than he ever has. The rest of the students
were also good. Even just moving like I was going to write a point for myself helped the students focus
and want to participate. I also brought the treats for those that did well last Wednesday. They were very
happy and motivated to keep doing good.
I realized that it was a great idea to review the book before the post-assessment. So, I will do a
review lesson next class. That was a good decision. I also think that the student vs. teacher worked really
well. However, the last period does not need it, and the second period might need other strategies to
keep them engaged. This has helped me a lot in figuring and knowing more of the students’ individual
needs and strengths. I think that something that I could have done better was to write some jokes
beforehand to help the students with the activity of writing jokes. The activity at the end was to try and
make their own jokes. I had to modify the lesson on the spot, because it was harder for them than I
expected. It also took longer. I was going to make a joke book with all their jokes, but I had to modify
that. I decided that they would write jokes if they wanted/could, or they would find their favorite joke in
the book or that they already know and write it down. We shared our favorite jokes at the end.
Something I know that I need to do better at is classroom management. I tend to let children do a lot
more than other teachers. I am still trying to figure out what is okay and what I should not let them do
or to what point they can interrupt and talk if it is about what we are talking about. I remember being
like that, so I tend to be a lot more patient, but I don’t know if that is okay. I just know that when I am
teaching, other teachers tend to think the group is a little loud. I just don’t get so bothered as long as
they are learning and enjoying the lesson. I know, however, that it can get out of control a lot easier if I
don’t have the class controlled. I will have to learn more about this.
Nancy Gibson / “Laugh at Me”

Started trying to be funny in 7th grade.

Started her comedy career in 5th grade.

Everyone could be a comedian.

Not just anyone can be a comedian

A skit is like a movie.

A skit is a short sketch or piece of writing, usually funny.

A comedian has to be able to stand in front of a group of people.

Student Examples:
Lesson Plan 5
 Lesson Plan 5
SPED 435

February 16, 2022

Unit topic: “Make Me Laugh”
Reading comprehension and vocabulary learning

Standards:
RL.6.2 Reading: Literature
Determine a theme or central idea of a text and how it is conveyed through particular details;
provide a summary or judgments.
RL.6.2 Reading: Literature
Determine the meaning of words and phrases as they are used in a text, including figurative and
connotative meanings; analyze the impact of a specific word choice on meaning and tone.

Objective:
 Students will be able to demonstrate comprehension on the reading and the whole unit by
summarizing or making a word web
 Students will be able to recall what they have read.

Student-Friendly Objective:
 I will be able to create a word web by remembering what we read to show I comprehended the
book.
 I will be able to show my comprehension of the whole unit in a test.

Assessment Plan:
The students will be assessed with the participation on the word web and reading.
They will also be assessed for their comprehension of the whole unit-with a small quiz.

Materials Needed:
 The printed answers and wrong answers
 an erasable marker.
 Pencil
 Book “Make Me Laugh”

Key Vocabulary:
Skit
Punch line
Word web
Recall
Retell
Comedian
Comedy
Humor
Laugh
Ease

Anticipatory Set:
Share some of the other groups’ favorite jokes. Have them read some you will bring.

Instructional Inputs:
 Expectations: Participation, behave, no yelling.
 What was her name?
 What happened?
 Why did this happen?
 Have someone retell the interview.
 Have someone retell the story.
 Talk about the changes of the body when you laugh again.

Guided practice:
 Ask what is a word web?
 Then, tell them they will be doing one.
 After that, tell them how there are some correct options and some wrong. Let them
organize the word web themselves. They will speak to one another-discuss and do it
together as a group.
 Ask them questions to encourage their memory.
 Explain after they have tried doing the word web-then let them do it again if they made
mistakes.

Closure:
 Check together their work.
 Share their answers and the favorite jokes.
 Ask questions that lead them to remember what was learned in the unit.

Independent practice/application:
 Take a post-assessment of the unit.

Differentiation
 Help sound out the words of the options for the word web if the student has trouble reading.
Give the smaller ones to read to those students that struggle the most.
 Groups that allow for each student to participate.
 Aids will assist with writing if they can’t write as much as their peers.

Transition to next activity:

 The timer will go off at 20 minutes. Then, the students will rotate and the other group will come
with me, and the others will go to computers to do System 44. Afterwards, they will have
independent reading time.

Reflection:
Something I did good today was use the strategies that I know have worked. Something
I want to figure out is how to motivate students without candy. Now they want candy all the
time, and I don’t know how to tell them or move to another strategy. Something that I could
improve on is on lowering more my assessments to the level of the students. I think that I could
still write my questions in a simpler way. I think that changing my assessment questions is not
the best. However, they are still asking the same thing, just differently to a better level for the
students.
“The Girl Who Wouldn’t Laugh”

Jack was the only one who made Wanda laugh.

Wanda is the name of the girl who wouldn’t laugh.

Amanda is the name of the girl who wouldn’t laugh.

The mom was who was first worried about her daughter not laughing.

Not many people tried making the girl laugh.

“A Laughing Matter”

Laughing improves your memory.

Laughing makes people feel bad.

Laughing is good for you.

Laughing can be bad for you.

When you laugh your stomach tightens.

Laughing can help ease pain.

Laughing leaves you with more health problems.

Laughing can help you breathe better.

Assessment Comparison
Data
Date Administered:
February 16, 2022
This assessment was administered in groups -in their rotation groups. They answered it
individually, but I read the questions and answers to them. They weren’t allowed to
share answers. The groups were approximately 3-4 students.

Post-Assessment Description:
For my post-assessment, I gave my students the directions and asked first if they
wanted the test read to them. There was only one group that did not need me reading
the test to them. They had a higher level of reading. For my pre-assessment, I set the
timer for 20 minutes, which is the same as the regular time they have in their rotation
groups. While the group that was with me presented, the rest went to their regular
rotations. They were set in a table apart from the other students that were on their other
rotation, under good lighting.
The test was given to all the groups I teach. There were 3 class periods and two
rotation groups in each. In total, 21 students presented the pre-assessment today. Two
students were absent in total. I gave them the same test as the pre-assessment, but I
modified the wording to how I had done it verbally. Therefore, wording was more
adequate to the levels of reading of the students. This allowed them to have a little more
independence in the test. The goals of the assessment were to see the growth of the
students throughout the unit. I wanted to see if they had learned and comprehended.
The biggest goals were learning new vocabulary and comprehending some concepts
touched on the reading. For example, antonyms, skits, what a genre is, etc.
The standards that I based my unit and assessment on were, RL.6.2 Reading:
Literature – Determine a theme or central idea of a text and how it is conveyed through
particular details; provide a summary or judgments AND RL.6.2 Reading: Literature –
Determine the meaning of words and phrases as they are used in a text, including
figurative and connotative meanings; analyze the impact of a specific word choice on
meaning and tone. I also wanted to measure how well I taught and what I can do to
improve as a teacher and in how I assess students to get the best data out of them for
the best purposes.

Reliability, Validity, and Bias:

I tried to make my post-assessment as reliable as possible. My mentor teacher
was really trusting and encouraged me to do what I could so that I could just learn from
it. Thanks to me seeing in the pre-assessment the level of the students, and throughout
the unit, I was able to simplify the questions for this assessment. I kept the same
questions in their meaning and what they are asking, but I worded them in a way that
students could read it and understand so that they could answer them. I don’t know if
this might affect its reliability, but I think it made it more valid. I did not define the words
that I knew they were supposed to know or that were or gave the answers to the
questions. I think, however, that it was valid because of how they were based on the
standards I would focus on and the book that we would be reading. Because of this, it
made the assessment unbiased since I took into consideration all the students, their
IEPs, and their needs. I believe that my adaptation made it more appropriate and a lot
more valid, reliable, and unbiased. It also allowed me to see the progress of the
students in a way that applies more to them and in a way in which they can actually
share their growth and knowledge with me. It was the right level of challenging and
open to learning.

Results:

Post-Assessment by Item
10
9
8
7
Question #

6
5
4
3
2
1
0 1 2 3 4 5 6 7
Number of Students

Wrong Correct

Student Achievement
10
9
8
7
Correct answers

6
5
4
3
2
1
0
Lucas Zeekk Fabian Dwight Atwell Calvin
Students Results

Pre-assessment Post-assessment

Student Examples:
Analysis of Results:
The results show a growth in the students. Of course, these are just some
students’ results, and there are many results that vary. The students and their
comparison between the beginning and the end of the unit was chosen randomly. The
following is a summary of the results of these students. Lucas answered 7 out of 10
questions correctly on the pre-assessment and 9 out of 10 questions correct on his
post-assessment. Zeekk had 8 out of 10 questions correct on the pre-assessment and
the same result on the post-assessment. This might show that he just kept the same
knowledge and did not grow. Fabian got 5 out of 10 questions correct and 8 out of 10 in
the post-assessment. Dwight had 5 out of 10 questions correct on his pre-assessment
and 7 out of 10 on his post-assessment. Atwell got 6 out of 10 questions correct on his
pre-assessment and got the same on his post-assessment. Lastly, Calvin got a 4 out of
10 questions answered correct for the pre-assessment and 7 out of 10 questions
answered correct in his post-assessment.
There were many results, which is very understandable taking into consideration
that they all are at very different levels. However, I do think that there should be a way
to help them all achieve their best. The biggest joy I found is that all of them grew in
some way. Some are maybe not shown in this test, which makes the results less
reliable but not less valid. However, these students show that they have learned
something, and that the goals for the unit were met, even if there wasn’t a lot of growth.
I did give many formative assessments throughout the unit from observations to
worksheets and team work, and that allowed me to have an even greater insight in the
students’ progress. I think that it is good to look at the positives and the negatives.
There is much I could do to teach better and to assess in a much better way, but I am
happy about the results. I think that I should be looking, however, at growth for every
student. No matter what their level is, what is important is that they are growing and
doing better than they did yesterday -that they are truly learning.
Overall Reflection
 Teaching this unit was very brightening to me. It helped me in several ways, and
I learned so much from it. My favorite part was seeing the children go from not wanting
to read to having fun and finding reasons to read. I also loved seeing their growth and
how they learn individually, their needs, and see how they know their own needs. When
I finished my unit, I was able to start teaching a lot more, and the unit and reflecting on it
really helped me out. I saw how much I improved with my lessons after finishing my
unit, and I give credit to Mrs. Parker’s guidance, the children’s insights, and my
learnings after teaching the unit.
After finishing the unit and giving out all the post-assessments I was reminded as
I saw the results that just looking at one assessment isn’t enough. I saw how many
students had amazing growth, others did not show none, and others went down. I think
it shows how my testing might not have been very reliable, and I do see that. However, I
saw how many, even though they did not show growth in their pre- and post-
assessments, showed great growth in other ways. I am glad that I always taught in
ways that allowed the students to share what they are understanding, remember, and
don’t know. This gave me a lot more information than just the assessment, and
definitely assisted me in modifying my lessons as I was teaching. I did end up making
many changes as I was learning and learning of my students.
Following, I will list some of the students’ growth as well as mine. Grace, who has
ODD finally was more involved by the end. I found ways to include her more. I found
that technology works wonders in attracting children’s desire to learn and work, and it is
so much more inclusive. Ayden, who did not want to read, ended up reading with me
and reading aloud for the groups. He is an amazing reader, and I am glad we did
students vs. teachers, because that is what motivated him to start reading with me.
Weston, who has a lot of trouble verbalizing anything or giving any ideas or answers to
questions was able to feel more comfortable by the end. He started being more
confident on himself, which I loved so much. This was probably one of the biggest
highlights, seeing how a child starts to believe in his/herself a little more than before.
Keeping questions simple and giving opportunities to answer questions that could have
very short answers or very easy ones, seemed to be something that kept pushing him to
try. Playing games is how he also spoke and tried a lot more when it came to reading
aloud, making eye contact, and writing. Atwell started giving me less attitude and
started to offer his help! He was a student that started to be willing to read for the group
when no one else wanted to, which encouraged others to do the same. Corbin went
from not staying still, not paying attention and sleeping to participating and answering
correctly, encouraging others to behave and actually sitting down in his chair (a little
more) and yelling much less. Lucas was another student that did not like reading and
did not want to read aloud with the group, because he felt embarrassed of his reading.
He was very aware that his level of reading was way below everyone else, even in the
resource room. At first, he would beg me not to make him read, and I allowed him to not
read several times, because I wanted to make him want to read first. As we read more
and more, and I brought different ideas to encourage him to read, he started reading in
every lesson, a lot of times even without asking, and many times even taking over the
whole reading. I was very impressed and happy about this since at the beginning of
meeting the students they all talked about how they did not like reading and that they
did not see the point in it. However, I tried my best at applying what I had learned in my
literacy classes and my own experience with reading and writing, and later, with what I
learned from my students and the assessments I made throughout the unit.
I definitely lack a lot of things and need to learn a lot more. I know that I could
have done a more structured and better unit. My biggest challenge was classroom
management. There were many different behaviors in each group and many levels and
types of learning. I seemed to focus more in their desire to work and their outcome
being better, that I thought maybe classroom management wouldn’t impact that as
much. I saw that it is all connected and that if I am able to manage the classroom, the
students are more willing to pay attention and learn. Teaching this unit was great at
teaching me different ways to manage behavior and also how not to do it. I look forward
to working on this weakness of mine and making it a strength.
Overall, it was a great experience from which I learned a lot. I will continue to
ponder on this unit and my learnings from it. I gained a big love for each student I taught
and saw more of the hard parts of the job. I was glad I was placed with a teacher that
was so required, for I saw everything she had to do, I substituted for her several times
with little preparation, and had many wonderful and enlightening conversations about
special education and the students. How I looked at the children every day, affected my
teaching and their desires to work in great way. There is a lot more to learn and a lot to
be grateful about. I am glad for the push of reflecting on every teaching and the whole
unit. This allows me to keep a record of my growth as well.