GRAND CANYON UNIVERSITY

STUDENT TEACHING EVALUATION OF PERFORMANCE

(STEP)
STANDARD 1, PART I

Student Teaching Evaluation of Performance (STEP) is the process for preparing and implementing a unit of instruction.

By understanding the community and school environment and the makeup of the classroom, you will be able to strategically meet the overall needs of your
students. In the first two weeks of student teaching, you should focus on learning about the students you will be working with. You are expected to teach the
unit you are preparing by the end of week 8.

Review the geographic, district, and school demographics of your student teaching classroom. Utilize the district or school website, your cooperating
teacher/mentor, or school administrator for this information. You may also use your state Department of Education website for statistical data on community
and school demographics.

Complete STEP Standard, 1 Part I that includes:

A. Geographic Location
B. District Demographics
C. School Demographics

APA format is not required, but solid academic writing is expected. This assignment uses a rubric. Review the rubric prior to beginning the assignment to
become familiar with the expectations for successful completion.

You are required to submit this assignment to LopesWrite. A link to the LopesWrite technical support articles is located in Class Resources if you need
assistance.

Please note, that in order to submit this assignment, you must:

1. Complete each section of the STEP Standard 1, Part II as directed in the course syllabus.
a. Note: Closing your internet browser before the signing process is completed will result in a loss of your work. If you will be completing this
document in multiple sittings, it is highly recommended to save and back up your work on another document. When you are ready to make
your final submission, copy and paste your responses into this document. The data from this electronic document will not be saved until you
complete the signing process.

2. Complete the signing process by entering your name, selecting “Click to Sign”, and entering your email address.
 An initial email will be sent to you to confirm your email address.
 A completed copy of the document will be emailed to you within minutes of confirming your email address.

©2022. Grand Canyon University. All Rights Reserved.

3. Submit a completed copy to the appropriate submission space for grading.

©2022. Grand Canyon University. All Rights Reserved.

 GRAND CANYON UNIVERSITY
STUDENT TEACHING EVALUATION OF PERFORMANCE
(STEP)
TEACHER CANDIDATE INFORMATION:
Teacher Candidate Teacher Candidate Idlette Jr Student ID:
First Name:
Curtis
Last Name: 20805834
Email Address: curtisidlettejr@gmail.com Phone: 7708998005 State: GA- Georgia
Program of Study:
M.Ed. in Elementary Education

STANDARD 1, PART I: COMMUNITY, DISTRICT, SCHOOL, & CLASSROOM FACTORS

A. GEOGRAPHIC LOCATION
Cooperating School State: If “Other” School State Cooperating School
GA- Georgia Doraville
Selected, Specify: City:
Population of City: School Classification: If “Other” Classification
11,310 Public
Selected, Specify:
Facility Setting: Stability of Community: Perception of the Level
Suburban Stable Medium
of Community Support:
 Discuss the possible effect these characteristics could have on planning, delivery, and assessment of your unit.
 Cite the references used for this information.
Educating in an underfunded district means understanding that students who are qualifying for reduced lunch sometimes come from low income households. Often those households
may not have the time to reinforce what is being taught in class. If the child is free from worrying about food then they'll learn more efficiently. Feeding pupils a healthy lunch at
school is essential to their success in the classroom, and it's particularly helpful for learners from low-income families. The availability of low-cost, free, or reduced lunch has been
linked to a decrease in hunger, excess weight, and in general health. Students are making healthier food choices and eating more fruits and vegetables as a result of the new nutrition
guidelines for school meals.

©2022. Grand Canyon University. All Rights Reserved.

 B. DISTRICT DEMOGRAPHICS
District Name: Dekalb County School District District Grades Served:
K-12

Number of Schools in Number of Students Percentage of Students in

District: 138 Enrolled in District: 92,000 the District Receiving Free 69.3%
or Reduced-Price Lunch:
 Describe the district demographic data, including statistical data relating to the population and particular groups within it, for your cooperating
school district.
- Dekalb county schools district is predominantly African American at 59%. Second highest populace is Hispanics at 20%
- Students are 69% likely to qualify or receive free or reduced lunch with some regions up to 91%
- The number of schools currently within the district is 138
- Average median house income is $69,000

 Discuss the possible effect these characteristics could have on planning, delivery, and assessment of your unit.
 Cite the references used for this information.
Educating in an underfunded district means understanding that students who are qualifying for reduced lunch sometimes come from low income households. Often those households
may not have the time to reinforce what is being taught in class. If the child is free from worrying about food then they'll learn more efficiently. Feeding pupils a healthy lunch at
school is essential to their success in the classroom, and it's particularly helpful for learners from low-income families. The availability of low-cost, free, or reduced lunch has been
linked to a decrease in hunger, excess weight, and in general health. Students are making healthier food choices and eating more fruits and vegetables as a result of the new nutrition
guidelines for school meals.

DeKalb County School District Demographics (2020-21 school year). (n.d.). Retrieved February 2, 2023, from
https://www.dekalbschoolsga.org/operations/files/2021/03/DCSD_Demographics_Web_FTE2020_.pdf

©2022. Grand Canyon University. All Rights Reserved.

 C. SCHOOL DEMOGRAPHICS
Cooperating School Doraville United Elementary Cooperating School Title One (I):
K-5 Yes
Name: Grades Served:
Number of Students Percentage of Students in Academic Achievement Brand new school built 3
Enrolled in School: 685 the School Receiving Free 51% Ranking/Label of the years ago
or Reduced-Price Lunch: School:
 Discuss the possible effect these characteristics could have on the planning, delivery, and assessment of your unit.
 Cite the references used for this information.
Educating in an underfunded district means understanding that students who are qualifying for reduced lunch sometimes come from low income households. Often those households
may not have the time to reinforce what is being taught in class. If the child is free from worrying about food then they'll learn more efficiently. Feeding pupils a healthy lunch at
school is essential to their success in the classroom, and it's particularly helpful for learners from low-income families. The availability of low-cost, free, or reduced lunch has been
linked to a decrease in hunger, excess weight, and in general health. Students are making healthier food choices and eating more fruits and vegetables as a result of the new nutrition
guidelines for school meals.

Common Core of Data. National Center for Education Statistics. (n.d.). Retrieved February 1, 2023, from https://nces.ed.gov/ccd/schoolsearch/index.asp

AGREEMENT AND SIGNATURE

I, the above named, GCU student attest this submission is accurate, true, and in compliance with GCU policy guidelines, to the best of my ability to do so.
NOTE: The data entered into this document may be audited for accuracy. Students who engage in fabricating, falsifying, forging, altering, or inventing information
regarding clinical practice/ student teaching may be subject to sanctions for violating GCU academic integrity policies, which may include expulsion from GCU.

Teacher
Candidate E-
Curtis Idlette Jr Date:
Feb 1, 2023
Signature: Curtis Idlette Jr (Feb 1, 2023 20:09 EST)

GRAND CANYON UNIVERSITY

©2022. Grand Canyon University. All Rights Reserved.
 STUDENT TEACHING EVALUATION OF PERFORMANCE (STEP)
STANDARD 1, PART II

Understanding the learning needs of students is critical when designing instruction that is differentiated and geared to meet unique learning needs. As you
get to know your students and their individual backgrounds, identifying their specific learning needs will help you strategically design their instruction and
assessments.

By analyzing the student demographics, environmental factors, and student academic factors, you will be able to strategically meet the overall needs of your
students. This contextual data will assist you in developing your instructional unit, which you are expected to teach by the end of week 8. Utilize the district or
school website, your cooperating teacher/mentor, or school administrator for this information.

Complete the STEP Standard 1, Part II that includes:

A. Student Demographic Factors

B. Environmental Factors
C. Student Achievement Factors
APA format is not required, but solid academic writing is expected. This assignment uses a rubric. Review the rubric prior to beginning the assignment to
become familiar with the expectations for successful completion.

You are required to submit this assignment to LopesWrite. A link to the LopesWrite technical support articles is located in Class Resources if you need
assistance.

Please note, that in order to submit this assignment, you must:

1. Complete each section of the STEP Standard 1, Part II as directed in the course syllabus.
 Note: Closing your internet browser before the signing process is completed will result in a loss of your work. If you will be completing
this document in multiple sittings, it is highly recommended to save and back up your work on another document. When you are ready
to make your final submission, copy and paste your responses into this document. The data from this electronic document will not be
saved until you complete the signing process.

2. Complete the signing process by entering your name, selecting “Click to Sign”, and entering your email address.
 An initial email will be sent to you to confirm your email address.
 A completed copy of the document will be emailed to you within minutes of confirming your email address.

3. Submit a completed copy to the appropriate submission space for grading.

©2022. Grand Canyon University. All Rights Reserved.

 GRAND CANYON UNIVERSITY
STUDENT TEACHING EVALUATION OF PERFORMANCE (STEP)

TEACHER CANDIDATE INFORMATION:

Teacher Candidate Teacher Candidate Student ID:
First Name:
Curtis
Last Name:
Idlette 20805834
Email Address: Phone: State:
curtisidlettejr@gmail.com 7708998005 GA- Georgia
Program of Study:
M.Ed. in Elementary Education

STANDARD 1, PART II: CONTEXTUAL FACTORS: KNOWING YOUR SCHOOL AND COMMUNITY
A. STUDENT DEMOGRAPHIC FACTORS
Grade Level(s) Taught: 1st Content Area(s) Taught: Elementary-All Subjects Total Number of
Classroom 26
Students:
Total Number of Boys: Total Number of Girls: Age Range
14 12 Represented: 6-7
Culture / Ethnicity Number of Students Percentage of Total Classroom
Students:
American Indian / Alaskan Native
0.00 %
0
Asian %
1 3.85
Identify the number of Black/ African American
0 0.00 %
students representing
each of the following Hispanic / Latino %
24 92.31
cultures/ ethnicities:
Native Hawaiian / Pacific Islander %
0 0.00
White %
0 0.00
Other %
1 3.85
Total %
26 100

©2022. Grand Canyon University. All Rights Reserved.

  Describe any socioeconomic factors affecting your students.

Environments have a profound impact on people's development and growth. The socioeconomic status, cultural norms, educational background, and personal history of the student's
parents, as well as the pupil's own ethnicity, sexual identity, and neighborhood, all play a role in shaping the student's unique experience. Doraville, Georgia has a total

 Describe the possible effect these student demographic factors have on the planning, delivery, and assessment of your unit.

Environments have a profound impact on people's development and growth. The socioeconomic status, cultural norms, educational background, and personal history of the student's
parents, as well as the pupil's own ethnicity, sexual identity, and neighborhood, all play a role in shaping the student's unique experience. Doraville, Georgia has a total population of
11,598 people that are deeply split along racial and socioeconomic lines. Students' mental, financial, emotional, and physical well-being may vary depending on the surrounding community. By
keeping these elements in mind, you may better understand your pupils' backgrounds and social contexts. If you play your cards well, you can maximize involvement.

B. ENVIRONMENTAL FACTORS
Attach a photo or diagram showing the physical room
arrangement:
 Describe the environmental factors of your cooperating classroom. Include a description of:
o The physical room arrangement
o Available classroom resources
o The level of parental involvement
o The availability of and/or access to technology.
- Classroom is well lit with multiple windows and a motion sensor light
- Promethean board with built-in computer
- Chargeable Chromebook cart containing Chromebooks for each student
- Kidney table for small group work
- Sink and water fountain
- Anchor Charts posted around the classroom

 Describe the possible effect these environmental factors could have on the planning, delivery, and assessment of your unit.

Having these resources can greatly improve students learning development. Chromebooks are utilized for assessments and standardize assessments such as the Georgia milestones.
The promethean board is the biggest contributor to the class. Educators no longer use big dry erase whiteboards as the source to present information. Times have changed the
promethean board displays PowerPoints, videos, and assignments for students to learn from. Most educators in this generation has become accustomed to using promethean boards
in some form or fashion.

©2022. Grand Canyon University. All Rights Reserved.

 C. STUDENT ACADEMIC FACTORS
 Complete the table including the number of students whose primary language is other than English, have an IEP or a 504 plan, are gifted, receive
educational services outside of the classroom (e.g., reading/math intervention, speech services, and special education services), and non-labeled
students (e.g., non-IEP, non-ADA, Section 504) who are behaviorally or academically challenged.

Behavior or
Student Subgroup ELL IEP Section 504 Gifted Other Services Cognitive Needs
(Explain) Receiving No
Services
Boys
2 2 1 4 0 0

Girls
1 0 0 0 0 0

Instructional ESOL teachers works with Both learners are pulled Learner meeting with Provided more
Accommodations and the learners in small for homeroom class for parents and staff has challenging material
Modifications groups or pulls learners resource with sped been set for data and aligned with the
(Describe any instructional
accommodations and from classroom teacher for all subjects behavior review standards and class
modifications regularly used assignments. Example:
to meet the needs of students spelling words and
in each subgroup.)
homework

 Describe the possible effect these student academic factors could have on the planning, delivery, and assessment of your unit.

A good educator knows their audience and is ready to deliver. You should make it a priority as a teaching assistant to get to know your kids and the area. A pupil's regular academic
progress might be affected by the materials used in the classroom. In addition to what happens in the classroom, students' experiences in their neighborhoods also have a significant
impact on their personal growth and development. In order to connect with our children on several levels, we must have a holistic understanding of who they are.

©2022. Grand Canyon University. All Rights Reserved.

 AGREEMENT AND SIGNATURE
I, the above named, GCU student attest this submission is accurate, true, and in compliance with GCU policy guidelines
NOTE: The data entered into this document may be audited for accuracy. Students who engage in fabricating, falsifyin
regarding clinical practice/ student teaching may be subject to sanctions for violating GCU academic integrity policies

Teacher Candidate
E-Signature:
Curtis Idlette Date:

Jr.

STEP Standard 2 - Writing Standards-Based Measurable

Objectives and Learning Goals

Curtis Idlette Jr.

Unit Topic: Shapes and Fractions

© 2023. Grand Canyon University. All Rights Reserved. Page 10 of 31

Unit Title: Understanding Shapes and Fractions

National or State Academic Content Standards:

MGSE1.G.3: PARTITION circles and rectangles into two and four equal shares, DESCRIBE
the shares using the words halves, fourths, and quarters, and use the phrases half of, fourth of,
and quarter of.  DESCRIBE the whole as two of, or four of the shares.  UNDERSTAND for
these examples that DECOMPOSING into more equal shares creates smaller shares. 

MGSE1.MD.4:ORGANIZE, REPRESENT, and INTERPRET data with up to three categories;

ASK and ANSWER questions about the total number of data points, how many in each category,
and how many more or less are in one category than in another. 

Learning Goal:

 How can I create a shape?

 What makes shapes different from each other?
 How do shapes fit together and come apart?
 How can a shape be described?

Measurable Objectives:

 Learners will be able to correctly recognize shapes both inside the text and in the real
world.
 Students will be able to understand the connection between shapes in the textbook and in
the real-life shapes in the classroom.

STEP
Standard 3 -
Assessment
and Data
Literacy
Pre- and post-assessments are used to assess the learning that takes place from participating in a
learning activity. The pre-assessment is given to students before instruction, in order to
determine their prior knowledge of the topic, or inaccurate knowledge, which is sometimes the
case. After students have participated in the unit, they are given the post-assessment, which can

© 2023. Grand Canyon University. All Rights Reserved. Page 11 of 31

be the same as the pre-assessment, a modified version, or something comparable that measures
the same concepts.
Formative assessment is acceptable, work with your mentor teacher to determine the best way to
collect data in your classroom.

Pre-Assessment - Copy and paste the pre-assessment you plan to use to assess the students’
knowledge of the topic prior to implementing the unit lessons. Include the scoring criteria used
to determine whether the student is Highly Proficient, Proficient, Partially Proficient, Minimally
Proficient when it comes to meeting the learning goal and measurable objectives.

Pre-Assessment Data: Whole Class - Once you have assessed your students’ knowledge on the topic,
collect and analyze the pre-assessment data to determine if you will need to modify the standards,
learning goal, or measurable objectives that will be addressed during instruction.

Number of Students= 24

Highly Proficient (90%-100%)

20

Proficient
2
(80%-89%)

© 2023. Grand Canyon University. All Rights Reserved. Page 12 of 31

Partially Proficient
(70%-79%)
Minimally Proficient
2
(69% and below)

Pre-Assessment Analysis: Whole Class

Students were highly knowledgably about the material due to previous units earlier in the year. During
the first semester students were introduced to shapes. This semester during my placement was a refresher
unit which lead into fractions. Breaking shapes up and noticing their equal parts.

Post-Assessment – Copy and paste the post-assessment you plan to use to assess the students’ knowledge
of the topic after implementing the unit lessons. The post-assessment can be the same as the pre-
assessment, a modified version, or something comparable that measures the same concepts. Include the
scoring criteria used to determine whether students are Highly Proficient, Proficient, Partially Proficient,
Minimally Proficient when it comes to meeting the learning goal and measurable objectives.

© 2023. Grand Canyon University. All Rights Reserved. Page 13 of 31

© 2023. Grand Canyon University. All Rights Reserved. Page 14 of 31
 STEP Standard 4 - Unit and Lesson
Planning
During the design phase, you will carefully construct activities that are geared toward improving learning outcomes in your specific
disciplines. Each activity should align to instructional goals and demonstrate your understanding of the pre-assessment data results,
contextual factors, student learning needs, and management strategies.
Collaborate with your Cooperating Teacher/Mentor to design a unit of instruction that aligns to state content standards. Be sure to
include technology integration and demonstrate how you will differentiate your lessons to meet the needs of individual students.
Note: When implementing the unit of study, you will be choosing one of these activities to video record, review, and reflect on your teaching in the
STEP process.

Grade Level: 1st

Unit/Subject: Unit 4/Math

Day 1 Day 2 Day 3 D

National/State MGSE1.G.3: PARTITION circles and
Learning Standards rectangles into two and four equal shares,
List specific grade- DESCRIBE the shares using the words
level standards that are halves, fourths, and quarters, and use the
the focus of the lesson phrases half of, fourth of, and quarter of.
being presented. DESCRIBE the whole as two of, or four of the
shares. UNDERSTAND for these examples
that DECOMPOSING into more equal shares
creates smaller shares.
MGSE1.MD.4: ORGANIZE,
REPRESENT, and INTERPRET data
with up to three categories; ASK and
ANSWER questions about the total
MGSE1.G.3: PARTITION circles and MGSE1.G.3: PARTITION circles and MGSE1.G.3: PA
rectangles into two and four equal rectangles into two and four equal and rectangles i
shares, DESCRIBE the shares using shares, DESCRIBE the shares using equal shares, D
the words halves, fourths, and the words halves, fourths, and shares using the
quarters, and use the phrases half of, quarters, and use the phrases half of, fourths, and qua
fourth of, and quarter of. fourth of, and quarter of. phrases half of,
DESCRIBE the whole as two of, or DESCRIBE the whole as two of, or quarter of.
four of the shares. UNDERSTAND for four of the shares. UNDERSTAND for DESCRIBE the
these examples that DECOMPOSING these examples that DECOMPOSING four of the share
into more equal shares creates smaller into more equal shares creates for these examp
shares. smaller shares. DECOMPOSING
shares creates s
MGSE1.MD.4: ORGANIZE, MGSE1.MD.4: ORGANIZE,
REPRESENT, and INTERPRET REPRESENT, and INTERPRET MGSE1.MD.4

© 2023. Grand Canyon University. All Rights Reserved. Page 15 of 31

 number of data points, how many in data with up to three categories; data with up to three categories; REPRESENT,
each category, and how many ASK and ASK and data with up t
more or less are in one category than ANSWER questions about the ANSWER questions about the categories; AS
in another. total number of data points, how total number of data points, how ANSWER que
ELAGSE1SL1: Participate in collaborative many in each category, and how many in each category, and how total number
conversations with diverse partners about many many how many in
grade 1 topics and more or less are in one category more or less are in one category and how man
texts with peers and adults in small and larger than in another. than in another. more or less a
groups. ELAGSE1SL1: Participate in ELAGSE1SL1: Participate in category than
collaborative conversations with collaborative conversations with ELAGSE1SL1:
ELAGSE1SL5: Add drawings or other visual diverse partners about grade 1 topics diverse partners about grade 1 topics collaborative co
displays to descriptions when appropriate to and and diverse partners
clarify ideas, texts with peers and adults in small texts with peers and adults in small topics and
thoughts, and feelings. and larger groups. and larger groups. texts with peers
and larger group
ELAGSE1SL5: Add drawings or other ELAGSE1SL5: Add drawings or other
visual displays to descriptions when visual displays to descriptions when ELAGSE1SL5:
appropriate to clarify ideas, appropriate to clarify ideas, other visual disp
thoughts, and feelings. thoughts, and feelings. when appropria
thoughts, and fe
Specific Learning I can use defining attributes to describe I can use defining attributes to I can use defining attributes to I can use definin
Target(s)/Objectives squares and rectangles. describe squares and rectangles. describe circles describe square
Based on state triangles, trapez
standards, identify
what is intended to be
measured in learning.
Academic Language Apply, Build, Construct, Create, Describe, Apply, Build, Construct, Create, Apply, Build, Construct, Create, Apply, Build, C
General academic Demonstrate, Describe, Design, Draw, Describe, Demonstrate, Describe, Describe, Demonstrate, Describe, Describe, Demo
vocabulary and Illustrate Design, Draw, Illustrate Design, Draw, Illustrate Design, Draw, I
content-specific
vocabulary included in Attribute, Circle, Cone, Cube, Cylinder, Attribute, Circle, Cone, Cube, Attribute, Circle, Cone, Cube, Attribute, Circle
the unit.
Fourths, Fractions, Halves, Partition, Cylinder, Fourths, Fractions, Halves, Cylinder, Fourths, Fractions, Halves, Cylinder, Fourt
Quadrilateral, Quarters, Rectangular prism, Partition, Quadrilateral, Quarters, Partition, Quadrilateral, Quarters, Halves, Partitio

© 2023. Grand Canyon University. All Rights Reserved. Page 16 of 31

 Sphere, Triangle, Trapezoid, Whole Rectangular prism, Sphere, Triangle, Rectangular prism, Sphere, Triangle, Quarters, Recta
Trapezoid, Whole Trapezoid, Whole Sphere, Triangl
Unit Resources, MyMath textbook vol. 2, Math journal, MyMath textbook vol. 2, Math MyMath textbook vol. 2, Math MyMath textbo
Materials, Pencils, Projector, Chromebook, Markers, journal, Pencils, Projector, journal, Pencils, Projector, journal, Pencils
Equipment, and Whiteboard, Counting chips, and Chromebook, Markers, Whiteboard, Chromebook, Markers, Whiteboard, Chromebook, M
Technology Educational videos. Counting chips, and Educational Counting chips, and Educational Whiteboard, Co
List all resources,
videos videos Educational vid
materials, equipment,
and technology to be
used in the unit.
Depth of Knowledge 1. How can we divide shapes into equal 1. How can we divide shapes into 1. How can we divide shapes into 1. How can we
Lesson Questions parts? equal parts? equal parts? equal parts?
What questions can be 2. What are attributes? 2. What are attributes? 2. What are attributes? 2. What are attr
posed throughout the
lesson to assess all 3. How do shapes fit together and come 3. How do shapes fit together and 3. How do shapes fit together and 3. How do shap
levels of student apart? come apart? come apart? come apart?
understanding?
 Level 1: Recall
 Level 2:
Skill/Concepts
 Level 3: Strategic
Thinking
 Level 4: Extended
Thinking
Anticipatory Set Jack Hartman 2-D shapes 120 Chart Choral Count Review: our 2D Shape Anchor Chart. Review the shap
How will students’ Review: our 2D Shape Anchor Chart. week; square, re
prior knowledge be -Yesterday we talked about different trapezoid, circle
https://www.youtube.com/watch?v=aRCt9Ch7oR0
activated as well as - Yesterday we talked about different attributes of shapes; such as sides,
gain student interest in attributes of shapes, such as sides, vertices and closed or open. - Review the att
the upcoming content? vertices and closed or open. this week; straig
- To review let’s talk about the triangle closed and open
- The class will discuss the shapes in the - To review let’s talk about the and trapezoid; how many sides,

© 2023. Grand Canyon University. All Rights Reserved. Page 17 of 31

 video.
- TTW start making the anchor chart
beginning with squares and rectangles
Multiple Means of Launch MyMath Chapter 9: Lesson 1:
Representation
Describe how content Introduce new vocabulary (rectangle, vertex,
will be presented in
various ways to meet
side, square, 2-dimentional shapes).
the needs of different
learners.
Explain: They are two dimensional shapes.
Two-dimensional shapes are flat shapes.
They can be open or closed. Show students
examples of open and closed shapes.
Explain: Squares and rectangles are both
closed shapes. Mention that shapes can be
sorted by defining attributes such as the
number of sides or closed/open but not by
© 2023. Grand Canyon University. All Rights Reserved.
rectangle and square; how many vertices, and are they closed or open. Shapes, Side, V
sides, vertices, and are they closed or Hartman
open? Circle Song: Jack Hartman https://youtu.
https://youtu.be/x4dM1pAUD7s
Name the Shape Game:
https://youtu.be/svrkthG2950
Presentation of Content
Introduce new vocabulary (trapezoid, Today we will talk about circles. TTW show stud
triangle). and have them
Say: Let’s talk about some things that
compare. They
Explain: Today we will talk about may be the shape of a circle. TTW
they are closed
triangles and trapezoids. TTW add to make a list. Ask volunteers to find
give students a
anchor chart. Let’s talk about some items in the room that are circles.
blocks. Tell stud
things that may be the shape of a Discuss: they are closed and do not describe a myst
triangle or trapezoid. TTW make a list. have sides and vertices. Make sure to they know which
Next, discuss sides, vertices and that look at the other shapes discussed thinking of, they
they are closed shapes. TSW explore this week so students can compare in the air. Last, s
various examples of triangles and why circles do not have any sides or their blocks by s
trapezoids. vertices compared to the other shapes
discussed.
Ask: Is this an open or closed shape?
How many sides and vertices does this Ask: How are they similar/different?
shape have? What are the similarities TTW add Circles to Anchor Chart.
and the differences between the two
shapes? What objects could you make
using these shapes?
Page 18 of 31
 non-defining attributes such as color or size.

For example: A triangle is a triangle no matter

what color, size, or orientation. The defining

attributes of squares and rectangles are

straight 4 sides and 4 vertices. Show squares

and rectangles of various sizes, colors, and

orientations. Discuss their similarities and

differences.

Multiple Means of  English language learners  English language learners  English

Representation (ELL): I'll utilize (ELL): I'll utilize (ELL): I
 English language learners (ELL): I'll mannerisms, expressions, an mannerisms, expressions, an manner
Differentiation utilize mannerisms, expressions, and d repetition to assist and d repetition to assist and and rep
Explain how materials repetition to assist and help students help students grasp the ideas, help students grasp the help stu
will be differentiated grasp the ideas, improve learning improve learning skills, and ideas, improve learning skills, ideas, i
for each of the skills, and set class objectives as I set class objectives as I and set class objectives as I skills, a
following groups: model and identify all shapes and model and identify all shapes model and identify all shapes objectiv
objects. and objects. and objects. identify
 English
Language objects
Learners
(ELL)
 Students with special needs: Their  Students with special needs:  Students with special needs:
 Students with IEP and 504 documents will guide Their IEP and 504 documents Their IEP and 504  Studen
me in making any necessary will guide me in making any documents will guide me in needs:

© 2023. Grand Canyon University. All Rights Reserved. Page 19 of 31

 special needs adjustments. A variety of options are
available to meet the requirements
 Students with of the students, including
gifted abilities visualization, vocal involvement and
Early finishers (those assessment, one-on-one help and
who finish early and extended time.
may need additional
sources/support)
 Students with gifted abilities: During
the complete group activity and
directions, these learners will be able
to engage fully. In order to create a
more rigorous critical thinking,
educators can ask them to simply
expand their answers.
 Early finishers (those students who
finish early and may need additional
resources/support): These learners
will provide a hand to individuals
who are in need of assistance. While
the other students are working on
their assignments, they will have
access to a list of tasks that they
may work on.
© 2023. Grand Canyon University. All Rights Reserved.
necessary adjustments. A making any necessary docume
variety of options are adjustments. A variety of making
available to meet the options are available to meet adjustm
requirements of the students, the requirements of the options
including visualization, vocal students, including meet th
involvement and assessment, visualization, vocal the stud
one-on-one help and involvement and visualiz
extended time. assessment, one-on-one involvem
help and extended time. assessm
help an
 Students with gifted abilities:
During the complete group  Students with gifted abilities:
activity and directions, these During the complete group  Studen
learners will be able to activity and directions, these abilities
engage fully. In order to learners will be able to comple
create a more rigorous critical engage fully. In order to directio
thinking, educators can ask create a more rigorous will be a
them to simply expand their critical thinking, educators In order
answers. can ask them to simply rigorous
expand their answers. educato
simply e
answer
 Early finishers (those students
who finish early and may  Early finishers (those
need additional students who finish early and
resources/support): These may need additional  Early fin
learners will provide a hand to resources/support): These student
individuals who are in need of learners will provide a hand and ma
assistance. While the other to individuals who are in resourc
students are working on their need of assistance. While the learners
assignments, they will have other students are working to indiv
access to a list of tasks that on their assignments, they need of
they may work on. will have access to a list of the othe
tasks that they may work on. working
assignm
access
they ma
Page 20 of 31
 Application of Content
Multiple Means of TTW Launch MM. Ch. 9 Lesson 1 pg 635. Launch MyMath Chapter 9: Lesson 2. Launch MyMath Chapter 9: Lesson 3. Launch MyMath
Engagement TTW Guide students in SE pgs. 635-636. + SE pgs. 641-642. TSW complete Introduce new vocabulary (circle). 4. TTW Guide s
How will students Have students work in journals to MyMath SE pgs. 643-644 in table Give students a variety of attribute 653-654.
explore, practice, and write/illustrate a variety of squares and groups. TTW pull small group to help blocks and have them sort to find all
apply the content?
Have students w
rectangles. They can share their pages with support approaching level learners the circles. TTW Guide students in write/illustrate a
table partners. Remind students to give a complete the activity. Have students SE pg. 647-648. shapes. They ca
compliment after friends share their entries. work in journals to write/illustrate with table partne
various pictures using triangles and students to give
trapezoids. They can share their pages friends share th
with table partners. Remind students
to give a compliment after friends
share their entries
Multiple Means of
Engagement
 English language learners (ELL): I  English language learners  English language learners  English
Differentiation will present Ell's learners with one- (ELL): I will present Ell's (ELL): I will present Ell's (ELL): I
Explain how materials on-one assistance, modeling, and learners with one-on-one learners with one-on-one learners
will be differentiated graphic materials in order to help assistance, modeling, and assistance, modeling, and assistan
for each of the them comprehend and attain their graphic materials in order to graphic materials in order to graphic
following groups: academic goals. help them comprehend and help them comprehend and to help
attain their academic goals. attain their academic goals. and atta
 English goals.
Language
Learners
(ELL)  Students with special needs: Their
IEP and 504 documents will guide  Students with special needs:  Students with special needs:
 Students with
me in making any necessary Their IEP and 504 documents Their IEP and 504  Studen
special needs
adjustments. A variety of options are will guide me in making any documents will guide me in needs:
 Students with available to meet the requirements necessary adjustments. A making any necessary docume
gifted abilities of the students, including variety of options are adjustments. A variety of making
visualization, vocal involvement and available to meet the options are available to meet adjustm
Early finishers (those assessment, one-on-one help, and requirements of the students, the requirements of the options
who finish early and extended time. including visualization, vocal students, including meet th
may need additional involvement and assessment, visualization, vocal the stud
sources/support) one-on-one help, and involvement and visualiz
extended time. assessment, one-on-one involvem

© 2023. Grand Canyon University. All Rights Reserved. Page 21 of 31

  Students with gifted abilities: To
create a more rigorous critical
thinking, educators can ask them to
simply expand their answers.
 Early finishers (those students who
finish early and may need additional
resources/support): These learners
will provide a hand to individuals
who need assistance. While the
other students are working on their
assignments, they will have access
to a list of tasks that they may work
on
Multiple Means of TSW complete MyMath SE pgs. 637-638
Expression independently in table groups. TTW pull
Formative and
small group to help support approaching
summative assessments level learners complete the activity.
used to monitor student
progress and modify
instruction.
help, and extended time. assessm
help, an
 Students with gifted abilities:
To create a more rigorous  Students with gifted abilities:
critical thinking, educators can To create a more rigorous  Studen
ask them to simply expand critical thinking, educators abilities
their answers. can ask them to simply rigorous
expand their answers. educato
simply e
answer
 Early finishers (those students
who finish early and may  Early finishers (those
need additional students who finish early and
resources/support): These may need additional  Early fin
learners will provide a hand to resources/support): These student
individuals who need learners will provide a hand and ma
assistance. While the other to individuals who need resourc
students are working on their assistance. While the other learners
assignments, they will have students are working on their to indiv
access to a list of tasks that assignments, they will have assistan
they may work on access to a list of tasks that student
they may work on their as
have ac
tasks th
on
Assessment of Content
TSW complete MyMath SE pgs. 643- TSW complete MyMath SE pgs. 649- TSW complete M
644 in table groups. TTW pull small 650 in table groups. TTW pull small 655-656 indepe
group to help support approaching group to help support approaching groups. TTW p
level learners complete the activity. level learners complete the activity help support ap
learners comple

© 2023. Grand Canyon University. All Rights Reserved. Page 22 of 31

Multiple Means of
Expression
Differentiation
Explain how materials
will be differentiated
for each of the
following groups:  Students with special needs: Their
 English
Language
Learners
(ELL)
 Students with
special needs
 Students with
gifted abilities  Students with gifted abilities:
Early finishers (those
who finish early and
may need additional
resources/support)
 Early finishers (those students who
 English language learners (ELL): I
will present Ell's learners with one-
on-one assistance, modeling, and
graphic materials in order to help
them comprehend and attain their
academic goals.
IEP and 504 documents will guide
me in making any necessary
adjustments. A variety of options are
available to meet the requirements
of the students, including
visualization, vocal involvement and
assessment, one-on-one help and
extended time.
Assessments will be given in the
same manner as the course of the
season, but with an emphasis on
quality replies that encourage
higher-order thinking. This may
include lengthy answers that provide
an in-depth explanation.
finish early and may need additional
resources/support): These learners
will provide a hand to individuals
who are in need of assistance. While
the other students are working on
their assignments, they will have
access to a list of tasks that they
may work on.
 English language learners  English language learners  English
(ELL): I will present Ell's (ELL): I will present Ell's (ELL): I
learners with one-on-one learners with one-on-one learners
assistance, modeling, and assistance, modeling, and assistan
graphic materials in order to graphic materials in order to graphic
help them comprehend and help them comprehend and to help
attain their academic goals. attain their academic goals. and atta
goals.
 Students with special needs:  Students with special needs:
Their IEP and 504 documents Their IEP and 504  Studen
will guide me in making any documents will guide me in needs:
necessary adjustments. A making any necessary docume
variety of options are adjustments. A variety of making
available to meet the options are available to meet adjustm
requirements of the students, the requirements of the options
including visualization, vocal students, including meet th
involvement and assessment, visualization, vocal the stud
one-on-one help and involvement and visualiz
extended time. assessment, one-on-one involvem
help and extended time. assessm
 Students with gifted abilities: help an
Assessments will be given in  Students with gifted abilities:
the same manner as the Assessments will be given in  Studen
course of the season, but with the same manner as the abilities
an emphasis on quality replies course of the season, but be give
that encourage higher-order with an emphasis on quality manner
thinking. This may include replies that encourage the sea
lengthy answers that provide higher-order thinking. This emphas
an in-depth explanation. may include lengthy answers that enc
that provide an in-depth order th
 Early finishers (those students explanation. include
who finish early and may that pro
need additional  Early finishers (those explana
resources/support): These students who finish early and
learners will provide a hand to may need additional  Early fin

© 2023. Grand Canyon University. All Rights Reserved. Page 23 of 31

 individuals who are in need of resources/support): These student
assistance. While the other learners will provide a hand and ma
students are working on their to individuals who are in resourc
assignments, they will have need of assistance. While the learners
access to a list of tasks that other students are working to indiv
they may work on. on their assignments, they need of
will have access to a list of the othe
tasks that they may work on. working
assignm
access
they ma

Extension Activity and/or Homework

Identify and describe MyMath homework worksheet torn out of MyMath homework worksheet torn MyMath homework worksheet torn MyMath homew
any extension activities MyMath textbook and given to students to out of MyMath textbook and given to out of MyMath textbook and given to out of MyMath
or homework tasks as take home and complete. students to take home and complete. students to take home and complete. to students to ta
appropriate. Explain complete.
how the extension
activity or homework
assignment supports
the learning
targets/objectives. As
required by your
instructor, attach any
copies of homework at
the end of this template.

© 2023. Grand Canyon University. All Rights Reserved. Page 24 of 31

 STEP Standard 5 - Implementation of Instructional
Unit
You will implement all lesson activities, correlating formative assessments and the summative post-assessment. Choose one of the lesson activities to video
record a 5-10 minute segment, review, and reflect on your teaching. Have your cooperating teacher/mentor review the recording and provide feedback, if
possible.

Use an online video platform such as Loom, YouTube, or Vimeo to upload your completed video. Be sure that others can access and view your linked video
prior to submitting.

Video Recording Link: https://youtu.be/vdtVEPyPe30

Summary of Unit Implementation: The educational activities were carried out and adhered to as outlined in the 5-day curriculum. There were no adjustments or special
considerations needed. The classes began as an entire group lesson. The learners then worked on their assignments independently, with me helping those who needed it.
The learners' own Chromebooks and the projector camera were both utilized during the sessions. Pupils worked in pairs, alongside their neighbor.

Summary of Student Learning: There was a significant increase in student learning. Every group had effective engagement. Once I presented each form, I asked the
students a series of questions and solicited their feedback. There was plenty of time allotted for the learners to do each assignment and ask any clarifying questions.
Learner s demonstrated a tremendous deal of eagerness to learn by providing constructive feedback.

Reflection of Video Recording:

This video presents a real-life classroom management method that was used to teach elementary mathematics as part of a larger unit of instruction. It explains why specific
methods should be used to teach fundamental mathematical concepts to learners in elementary school and gives a justification for doing so. The inclusion of numerous
teaching components, such as teaching approaches and assessment, demonstrates the significance of flexibility in the process of achieving educational goals and
objectives. This is because adaptability allows for the incorporation of diverse teaching aspects.

© 2023. Grand Canyon University. All Rights Reserved. Page 25 of 31

 STEP Standard 6 - Analysis of Student Learning
After you have implemented each lesson in the unit, as well as completed the post-assessment, collaborate with your cooperating teacher/mentor to analyze
the results of the post-assessment and determine student learning. Review your data and whether there is a student or group of students who have not
mastered the objectives and discuss what you will do to further develop students’ knowledge and skills.

Post-Test Data: Whole Class - Once you have assessed your students’ learning on the topic, collect and
analyze the post-test data to determine the effectiveness of your instruction and assessment.
Number of Students Number of Students
Pre-Test Post-Test

Highly Proficient 20 2
(90%-100%)
Proficient
2 19
(80%-89%)
Partially Proficient
3
(70%-79%)
Minimally
Proficient 2
(69% and below)
Post-Test Analysis: Whole Class
Through my data gathering and analysis, as well as my classroom observations of student
development, I concluded that the level of knowledge and skill of my students increased
significantly. The learners started the class off well, being able to correctly recognize several
shapes. Students had difficulty working together because they often became distracted and need
referred. Hence, the learners need more assistance from the educator and a more thorough
description of the actions expected of them, such as filling out a shapes assignment and
identifying common shapes on a graphic organizer. Looking around the classroom after the
instruction, it was clear that the learners had grasped the concepts of common shapes, their
definitions, their applications, and the reasoning behind their usage. With this interactive and
enjoyable small-group exercise, students demonstrated their growing mastery of the material.

© 2023. Grand Canyon University. All Rights Reserved. Page 26 of 31

As all students scored at or above the comprehensive level on the unit's final assessment, it can be
concluded that the approach and tactics used to convey the teaching were effective. I utilized a
variety of teaching strategies, including whole-class talks, collaborative learning, think-pair-share,
small groups, and illustrations, to convey the material. All learners benefited from these strategies
since they maintained individuals’ engagement in what they were studying and kept the process
lighthearted. The learners could understand more, work together more effectively, and get the
necessary assistance for their struggles because of the incorporation of small group and partnered
exercises into the class. Learners who gathered together with me at the kidney table also benefited
from additional lectures and tutorials so that we could go further into the material and examine
the particular shapes we were working on. Several factors contributed to the success of this
lesson, and I think they all deserve credit.

Post-Assessment Analysis: Subgroup Selection

504- Our learner has been shown to have a more difficult time studying in a classroom
environment with many their classmates, since they are less likely to contribute to group
discussions and exhibit evidence of being involved in the educational process. Including a variety
of instructional strategies, as well as centers into the lesson, was facilitated by teachers' previous
understanding of how this learner succeed and how to maximize overall education. Participation
and evidence of direct engagement with the material increased after these changes were made.
Post-Assessment Data: Subgroup (Gender, ELL population, Gifted, students on IEPs or 504s, etc.)

Number of Students Number of Students

Pre-Test Post-Test

Highly Proficient
(90%-100%)
Proficient
1
(80%-89%)
Partially Proficient
(70%-79%)

Minimally 1
Proficient

© 2023. Grand Canyon University. All Rights Reserved. Page 27 of 31

(69% and below)

Post-Assessment Analysis: Subgroup

The post-test results showed that the student had met all of the quantifiable goals that had been established
for them. Learners who were involved and invested in the class as a whole performed better on the unit's
final assessment, demonstrating a deeper degree of mastery compared to before.
The individual in this subgroup learned considerably from the teaching techniques, centers, and exercises
used in the classroom, as shown by the data and other information gathered from this individual. The 504-
learner gained knowledge immensely from the establishment of small group activities and centers because
they were able to get the need that was tailored to their agreed upon learning methods and requirements.
Educator and teaching techniques, as well as visualizations, conversation openers were all used to
stimulate and inspire the learner. The learner awareness of their academic strengths and areas for growth
was bolstered by the constant cooperation and input they received from their contemporaries during each
exercise. During the instructional, the student showed mastery of the material in every area and performed
at or above the expected level of competency. Using small groups and frequent educator's cooperation is
seen to be useful in fostering learners' progress and surge overall skill level.

Post-Assessment Data: Remainder of Class

Number of Students Number of Students

Pre-Test Post-Test
Highly Proficient 20 2
(90%-100%)
Proficient
2 19
(80%-89%)
Partially Proficient
3
(70%-79%)
Minimally
Proficient 2
(69% and below)
Post-Assessment Analysis: Subgroup and Remainder of Class

© 2023. Grand Canyon University. All Rights Reserved. Page 28 of 31

Individuals with 504 plans performed as well as, or better than, other learners in the learning environment
when documentation was evaluated and compared. If a learner in the "remainder of class" grouping was
first rated as minimally proficient and then as partially proficient after this teaching, this would indicate
that this individual gained more information than the individuals in the "students with 504" subgroup.
According to the results of the actual exam, the individuals who were identified as having a 504-plan
learned just as much as the other pupils in the classroom and even more in certain instances.

Post-test results revealed that every pupil taking part in the course had achieved or surpassed the
instructional objectives that had been established for them at the start of the lesson. The very next phase in
the curriculum will be teaching learners how to partition shapes into equal parts. Learners will also draw
upon the knowledge and understanding gained in the prior unit to help them with this unit's focus on new
shapes. Hence, the goal of the following unit will be to assist learners build upon their prior understanding
of shapes by establishing and recognizing new shapes, as well as learning how to correctly recognize
shapes in the actual life.

STEP Standard 7 – Reflecting on Instruction to

Improve Student Progress
Improved Practice Based on the Unit of Study
Based on the experience of developing and delivering your instructional unit, list three short-term goals to improve specific areas of your teaching practice
based on the unit of instruction and describe your plan to reach each short-term goal.
© 2023. Grand Canyon University. All Rights Reserved. Page 29 of 31

Short-Term Goal
1. My mission is to put aside time for
individualized instruction and small
group teaching for those individuals
who need it.
Plan to Reach the Goal (i.e., professional
development, research on the Internet,
observation of a veteran teacher, etc.)
To reach this goal, I will need to ask and observe
several teachers and work with them in learning
how to find the time into the daily schedule to
reach this goal. I can collaborate with special
education teachers in how to deliver better
differentiated instruction.

2. Learn more about the tools of
technology.
3. To add greater depth of knowledge
questions throughout lessons
I want to invest the time necessary to familiarize
myself with the district-provided technology in
my classroom, seek advice from the technology
specialist, and figure out how to effectively utilize
it to boost my pupils' educational attainment.
I want to do this by participating in professional
development opportunities, personal research for
methods to integrate depth of knowledge
questions into english language arts, and
consultation with colleagues about their own
successful methods.

Long-Term Goals: Teachers who are dedicated to their profession and to improving the lives of students will continually look for ways to grow and learn.
The best way to ensure that learning is prioritized is to create a long-term goal. Create one long term goal that is specific and measurable. Make sure to
discuss the following:
Long-Term Goal: To inspire my learners to be established and ready for future
accomplishments.
Rationale: Why did you choose this goal? How Since I think it's vital and since I would like my
do you expect it to improve the outcomes of your learners to succeed, I chose this objective.
future students? Identifying various tools and resources that would
assist them in accomplishing their objective
End Date: By when do you expect to accomplish By the end of MAP testing

© 2023. Grand Canyon University. All Rights Reserved. Page 30 of 31

this goal?
Action Timeline: What steps will you take to
complete this goal, and by when will you take
them? Example:
1/31/18: Join AACTE
Resources: What resources are available to assist
you in accomplishing your goal?
© 2023. Grand Canyon University. All Rights Reserved.
I plan to do this by securing the necessary
teaching tools for my learners' academic growth
and development. I'll also look for
educational games and publications appropriate
for the learners' level of education that will assist
them improve in weak points.
I may do this by using the accessible materials,
such as visuals and textbooks, to better understand
and apply the concepts taught to learners. I want
to gauge my learners' current knowledge and skill
levels, as well as identify their deficiencies and
improvement.
Page 31 of 31