EDUCATION 472 STRATEGY INSTRUCTION LOG TEMPLATE

DATE OF STRATEGY LESSON: 10/27/2022

TOPIC AREA: ELA- “The Tell-Tale Heart”

GROUPING: Whole class and partners

STRATEGY USED: Think-Pair Share

https://www.readingrockets.org/strategies/think-pair-share

RATIONALE and CONNECTION TO MARZANO’S TOP NINE:

Number 9: Ques, Questions and Advanced Organizers
For this unit, I was responsible for every lesson. My cooperating teacher gave me free reign. I
spent a lot of time on the internet and looking through a textbook (180 Days by Kittle and
Gallagher.) Think Pair Share is a graphic organizer that Kittle and Gallagher reference often as a
“frontloading” activity- an activity that prepares your students for the lesson and gets them
thinking about a related concept or theme. Since two of the major themes of the story are guilt
and fear, I figured these questions would be a good way to “preheat” their brains before we
began reading.
PA COMMON CORE STANDARDS and/or IEP GOAL:

STEP-BY-STEP EXPLICIT DIRECTIONS PROVIDED TO STUDENT(S):

1. As we worked through our pre-reading exercises, I asked the students two questions:
What is your greatest fear? And How do you feel when you know you’ve done something
wrong?
2. I passed out the graphic organizers at this point.
3. Their first step was to copy down the questions.
4. The second step was to write their own answers.
5. At this point, they discussed with their “shoulder partners” and wrote down their answers
in the third box.
 6. The last step was to discuss as a whole group and write down an answer from someone
else that neither they or their partner had come up with.

RESULTS OF THE STRATEGY:

This strategy allowed for some great class discussion about two major themes of the story before
we even began reading! The students had a great time coming up with thoughtful answers and
hearing what others had to say. We got some simple answers, like spiders and the dark, and some
more existential ones that surprised me like being alone or losing a loved one. I think that they
had an easier time picking up on the themes in the story after our discussion.
PERSONAL REFLECTION:
I think I took too much time on this strategy and then ended up rushing them to complete it in
time. I used it as a warm-up, but honestly, I could have spent an entire class period on this
activity. It was really fun and helpful, but I feel that I could have been a bit stricter on time
restraints in order to keep my lesson on track. I believe I allotted 12 minutes for this, which was
not enough.
COOPERATING TEACHER’S OBSERVATION FEEDBACK:
“Great strategy! We could have spent an entire class period on this. Good job redirecting back to
the task and keeping them focused. I will be making copies of your handout and using it for other
lessons and classes. The district loves Think Pair Share and wants us to implement it more often-
it does take up a lot of class time.”
*MUST INCLUDE AN ARTIFACT (student work sample, photographs, organizer tools, etc.)
FOR EACH STRATEGY LESSON IN YOUR INSTRUCTIONAL LOG.
 EDUCATION 472 STRATEGY INSTRUCTION LOG TEMPLATE

DATE OF STRATEGY LESSON: 10-27-22

TOPIC AREA: ELA- “The Tell-Tale Heart”

GROUPING: Split groups- half and half

STRATEGY USED: Stations

https://writeonwithmissg.com/2019/12/16/6-engaging-vocabulary-activities-to-try-in-2020/
(These are some strategies I would love to try the next time I do vocab stations. Also, I LOVE
Miss G! She is awesome and her blog is a great resource for ELA teachers!)

RATIONALE and CONNECTION TO MARZANO’S TOP NINE:

Number 6- Co-operative learning. I enjoy using the stations strategy to give my students a
chance to get out of their seats and move around. My cooperating teacher does not give them the
chance to move very often, and they are a wiggly bunch. I thought that this may give them a
chance to get some of that energy out while also being productive.

PA COMMON CORE STANDARDS and/or IEP GOAL:

STEP-BY-STEP EXPLICIT DIRECTIONS PROVIDED TO STUDENT(S):

1. As a class, we reviewed the vocabulary terms covered in the story.
2. After that, we broke into two groups. I counted the students off to determine which group they
would be in.
3. Group 1 stayed with me and participated in the Kahoot strategy. (Linked after this one)
4. Group 2 went to the back of the classroom with Mrs. Shaffer and participated in the giant
flashcards strategy. (Linked after Kahoot)
5. When Group 1 finished their game, we switched.
6. When Group 2 finished their game, we reconvened as a whole group.
RESULTS OF THE STRATEGY:
The students were able to MASTER these vocabulary terms after the stations! They knew them
and were able to identify them with 100% accuracy! They also seemed to appreciate the
opportunity to get up out of their seats and be a little competitive.

PERSONAL REFLECTION:
I think, once again, time was my issue. Although the students were able to memorize the vocab
terms, by the time they swapped stations, it seemed a bit redundant. I still love stations, but
would maybe swap one group for another topic to keep it interesting and cover more material.
COOPERATING TEACHER’S OBSERVATION FEEDBACK:
“This was so fun! It's always a great idea to get students out of their seats and moving around.
You did a good job redirecting them back to the story afterwards, which can be a struggle with
this group sometimes. They also struggle with vocabulary, so this was a great area for some extra
practice. I would limit the time a bit.”

*MUST INCLUDE AN ARTIFACT (student work sample, photographs, organizer tools, etc.)
FOR EACH STRATEGY LESSON IN YOUR INSTRUCTIONAL LOG.
https://microcredentials.digitalpromise.org/explore/using-station-teaching-for-students-with-
disabilit (This led me to choose stations because I had an inclusion class for my second period)

EDUCATION 472 STRATEGY INSTRUCTION LOG TEMPLATE

DATE OF STRATEGY LESSON: 10-27-22

TOPIC AREA: ELA- “The Tell-Tale Heart”

GROUPING: Split group- half and half

STRATEGY USED: Kahoot memory game

https://kahoot.com/schools/assessment/

RATIONALE and CONNECTION TO MARZANO’S TOP NINE:

Number 4- Homework and practice.
My students LOVE Kahoot. I actually am not too familiar with the process of making one and
sharing it with a class, so it was good practice for me. I also know that they struggle with vocab
in particular and could use the extra practice. More practice for them with a strategy they were
already familiar with, and practice for me using a strategy that I know is popular!
PA COMMON CORE STANDARDS and/or IEP GOAL:

STEP-BY-STEP EXPLICIT DIRECTIONS PROVIDED TO STUDENT(S):

1. Group 1 was the first group to do this station.
2. Pseudo step 2 was to help Miss Martin start the game and allow them to join.
3. The students entered the game code on their chrome books after accessing the Kahoot
website.
4. They answered 7 vocab questions in order to earn “points.”
5. After the game was over, they switched stations.
RESULTS OF THE STRATEGY:
They definitely knew their vocab words! The competition always makes them strive to do better.
Almost every student had a mastery level of 100%. It also, surprisingly, facilitated a lot of
teamwork. They were all very happy for whoever it was that won.

PERSONAL REFLECTION:
I think that Kahoot is a fun strategy to implement every once in a while. I feel like it loses its
effectiveness if used too often. It’s a great way to assess your students while also keeping them
engaged.
COOPERATING TEACHER’S OBSERVATION FEEDBACK:
“You can’t go wrong with Kahoot. These kids love it. I use it more than I probably should, but
it’s effective for them.”
*MUST INCLUDE AN ARTIFACT (student work sample, photographs, organizer tools, etc.)
FOR EACH STRATEGY LESSON IN YOUR INSTRUCTIONAL LOG.
https://play.kahoot.it/v2/lobby?quizId=cdcb5fd7-3877-4132-8e5d-2b9c844952d1 Link to my
Kahoot!

EDUCATION 472 STRATEGY INSTRUCTION LOG TEMPLATE

DATE OF STRATEGY LESSON: 10-27/28-22 (Due to an intruder drill, this lesson spilled over
to the second day of the unit for my second period class.)

TOPIC AREA: ELA- “The Tell-Tale Heart”

GROUPING: Split group- half and half

STRATEGY USED: Giant Flashcards Strategy! (My own invention... I think.)

RATIONALE and CONNECTION TO MARZANO’S TOP NINE:
This connected to both Homework and Practice and Cooperative Learning. Since my group
struggled with both working together and memorization, I was thinking of fun ways to use
flashcards. This taught them the vocab as well as a strategy that they can use on their own for
studying.
PA COMMON CORE STANDARDS and/or IEP GOAL:

STEP-BY-STEP EXPLICIT DIRECTIONS PROVIDED TO STUDENT(S):

1. Give each student a piece of posterboard (I used full size posterboard cut into thirds) per
number of vocab words and definitions. For example, if you had 8 terms, 16 students would
receive a piece of poster board.
2. Have each student write a word or definition on their poster.
3. Collect the posters and shuffle.
4. Redistribute the posters to students. 1 per student.
5. As a group, they must find each word and its matching definition and pair them together. They
can set those two posters aside once they find what they think is the match.
6. Either can be teacher observed or independent. If independent, reconvene as a whole group
and evaluate answers.
RESULTS OF THE STRATEGY:
The students had a really fun time trying to find their “match.” They were able to complete the
activity with a high % of accuracy. Mrs. Shaffer and Carlini provided them with a lot of help,
which may have skewed the true results.
PERSONAL REFLECTION:
For times’ sake, I completed the flashcards before entering the classroom. If we had had more
time, I think that having the students create the posters would have been beneficial. This seemed
to help the students and they enjoyed finding their “match”. I loved Mrs. Shaffer’s “Headbands”
suggestion and will definitely be trying it out!
COOPERATING TEACHER’S OBSERVATION FEEDBACK:
“This was a very fun and creative strategy! I would let the students create the posters on their
own beforehand to practice spelling too. This could also be really fun if you do it ‘Headbands’
style- the student would not know what their poster said and other students have to give them
hints to find their match.”
*MUST INCLUDE AN ARTIFACT (student work sample, photographs, organizer tools, etc.)
FOR EACH STRATEGY LESSON IN YOUR INSTRUCTIONAL LOG.
https://www.retrievalpractice.org/strategies/2019/11/18/flashcards
I left my flashcards with my cooperating teacher and forgot to take a picture of them 🙁 Here are
the terms though!

 cunningly—In a way that is skillfully dishonest

 vex—annoy; distress
 resolved—decided
 audacity--bold courage; nerve; shameless boldness
 stealthily—in a secret or sly way
 derision—statements or actions that show you have no respect for someone or something

EDUCATION 472 STRATEGY INSTRUCTION LOG TEMPLATE

DATE OF STRATEGY LESSON: 10-28-22

TOPIC AREA: ELA- “The Tell-Tale Heart”

GROUPING: Individual work/ independent choice

STRATEGY USED: GIST Charts!

https://www.nbss.ie/sites/default/files/publications/get_the_gist_comprehension_strategy_0.pdf

RATIONALE and CONNECTION TO MARZANO’S TOP NINE:

I think that this could be considered either Homework and Practice or Summarizing and Note
Taking. These are both areas that my students really struggle in. I wanted to offer them a few
different options for their final assignments, and this seemed like a good option for my more
concrete-minded kiddos. It may help them when studying for exams or taking notes on their
own.

PA COMMON CORE STANDARDS and/or IEP GOAL:

STEP-BY-STEP EXPLICIT DIRECTIONS PROVIDED TO STUDENT(S):

1. Students can either fill out on their own or be given a handout. I had them draw the chart on
their own.
2. On the top of the paper, they write “Gist Chart” and the name of the piece.
3. They write the 5 W’s down- Who did What, Where, Why, and HoW did they do it?
4. Each W should have a 2-sentence answer from the story.
5. They compile these answers to write a 2-sentence summary of the entire story.
RESULTS OF THE STRATEGY:
The students who chose this strategy made amazing charts that clearly summarized the story. It
showed comprehension and was a “non-creative” assignment option for students that either
needed the help or wanted to just answer some questions.

PERSONAL REFLECTION:
I think that in the future, I would make this a required assignment instead of optional. I only had
about 6 students choose to do this. Also, as always, lack of time was a major issue.
COOPERATING TEACHER’S OBSERVATION FEEDBACK:
“This was a great way to check comprehension without stressing the kids out. I think both I and
Mrs. Carlini will be using this in the future.”
*MUST INCLUDE AN ARTIFACT (student work sample, photographs, organizer tools, etc.)
FOR EACH STRATEGY LESSON IN YOUR INSTRUCTIONAL LOG.