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Teacher Work Sample Kindergarten Social Studies: Citizenship Hillery Ann Hunt Dixie State University Department of Education

March 17- April 1 2014

Table of Contents
1. 2. 3. 4. 5. Unit Plan- Social Studies: Citizenship Lesson Plans (6) Analysis of Student Learning Reflection and Self Evaluation Appendices A. Reference list B. Assessments C. Student Artifacts

DIXIE STATE UNIVERSITY DEPARTMENT OF EDUCATION UNIT PLAN TEMPLATE Elementary Semesters 3 & 4
Teacher Candidate: Hillery Hunt Grade Level: Kindergarten Content Area: Social Studies (Citizenship)
Step 1 DESIRED RESULTS

A. Contextual Factors
Morning Class Total number of students: 18 Gender Distribution: 5 girls , 12 boys Ethnicity Breakdown: 16 white, 1 Hispanic/Mexican, 1 African American. ELL Breakdown: 2 ELL students ( 1 girl, 1 boy ) Exceptionality Data: 2 high learners ( 2 boys) , 3 Speech IEPS ( 2 boys;1 girl) 5 OEK ( 3 boys; 2 girls) Language Proficiency Levels : 1 girl WIDA 2, 1 boy WIDA 2 Subgroups : 2 ELLS ( 1 boy, 1 girl) , 2 students are high learners, 9 students are on grade level four students are low learners Academic Knowledge: Student Sight Words ( Based on 44 sight words): 9 Below, 9 On/Above Grade Level Student reading levels : 4 Below, 14 On/ Above Grade Level Student math levels: ( Based on Math Benchmark test) 2 Below, 16 On/ Above Grade Level Academic Knowledge: Student Sight Words ( Based on 44 sight words): 11 Below, 7 On/Above Grade Level Student Reading Levels: 5 below, 13 On/ Above Grade Level Student Math Levels: ( Based on Math Benchmark Test) 4 below, 14 On/Above Grade Level Classroom Polices & Practices: Rules such as raising hands; procedures such as counting down, behavior management system: clip up, footprints, etc. Environmental Factors: This classroom is set up with tables where children work together in small groups and/or pairs, there is a kidney table of to the side of the room for small group instruction, there is a large rug that is used for whole group instruction, technology available ( computer, internet, Elmo, DVD player, I pad access everyday).

B. Utah State Core or Common Core Curriculum Standard


Social Studies Standard 2 (Citizenship): Students will recognize their roles and responsibilities of being a good citizen. Objective 3: Investigate and explain how symbols and songs unite families and classmates. A. Identify school symbols and traditions (mascot, song, event) B. Recognize state and national symbols (state and national flags, bald eagle, seagull, statue of liberty) C. Learn and sing state and US patriotic songs D. Know the words and meanings of the Pledge of Allegiance E. Identify the people and event honored in Utah and U.S commemorative holidays

F.

Identify the rules of etiquette of citizenship (e.g. stand for the flag, hand over heart). Vocabulary: patriotic, courage, symbols, holiday, pledge, indivisible, liberty, hero, environment, Pledge of Allegiance, freedom, responsible, and respectful.

C. Enduring Understanding/Big Idea


Good citizens are responsible, respectful, and ready to take actions to make our country a better place to live.

D. Essential Questions/Guiding Questions


What makes veterans good citizens? What is a mascot? What is a symbol? Why do we have and use symbols? Why do Americans sing the song America the Beautiful? Why should we say the Pledge of Allegiance? What do the stars on the American Flag represent? How can we show respect when we say the Pledge of Allegiance?

E. Concepts
By the end of the unit, the students will know.. what a mascot is what a veteran is What symbols are Friends and families can be united by singing songs together why we celebrate Memorial Day why Americans say the Pledge of Allegiance How to show flag etiquette

F. Skills
Draw a picture of your hero Identify the Utah flag, American flag, Statue of Liberty, liberty bell, bald eagle, white house Draw a picture of your hero Sing oh I Love America Explain why we celebrate Memorial Day Say the Pledge of Allegiance Read the rules of flag etiquette

Step 2 ASSESSMENT EVIDENCE

Pre-Assessments Students will be asked to label the Statue of Liberty. They will also be asked to circle the American flag, Statue of Liberty, liberty bell, white house, Utah flag, and the school mascot. (Accommodations will be made for specific students)

Formative Assessments/Evidence Students will name qualities of their school mascot, the hero. Students will name three national symbols that represent the United States. Students will discuss with their elbow buddy why we sing patriot songs like Oh I Love America Students will be able to say the words of the pledge of Allegiance. Students will give reasons why we celebrate Memorial Day. Students will explain the rules of flag etiquette to a buddy.

1. Summative Assessments/Evidence Students will draw a picture of their hero Students will complete the American Symbols Test Students will sing the song Oh I Love America to another Kindergarten class Students will say the Pledge Of Allegiance (rubric will be included) Students will draw a picture of what they are going to do to celebrate Memorial Day Students will draw a picture of their showing flag etiquette.

Step 3 Lesson Objectives with Instructional Strategies Lesson #1 : I will recognize that our school mascot is the hero. Unit Pretest explain to the students what a mascot is talk to the class about qualities that heroes have read aloud: Veterans Heroes In Our Neighborhood by Valerie Pfundstein Explain to the class that heroes are good citizens because they try to make the world a better place. explain to the class that your hero is your grandpa because he tried to make the world a better place by joining the navy and fighting for our freedoms. make a list of hero qualities as a class have the students tell their elbow buddy who their hero is Summative assessment: Have the students draw a picture of their hero.

Lesson #2: I will identify the Utah flag, American flag, Statue of Liberty, and the Horizon heroes symbol. show the students the picture of the Utah flag and the American flag. show the students a picture of the Statue of Liberty read aloud Americas Symbols by Judith Bauer Stamper.

create a t- chart that shows the symbol and what it represents Example: Statue of Liberty, friendship tell your elbow buddy what your favorite American symbol is and what it represents Summative assessment: Complete the American Symbols Test Lesson #3: I will learn and sing the song Oh I love America to my friends in another Kindergarten class. explain to the students that friends and families can become united by singing songs together read aloud Oh I love America. practice the words of Oh I Love America. Summative assessment: Sing Oh I Love America to another Kindergarten class. Lesson #4: I will know the words and meaning of the Pledge of Allegiance. tell the students that the Pledge of Allegiance is a promise people make to be good citizens. define pledge, indivisible, and liberty for the students read aloud the book The Pledge of Allegiance by Scholastic INC practice saying the Pledge of Allegiance as a class Summative assessment: Say the Pledge of Allegiance the teacher. ( rubric will be provided) Lesson #5: I will explain why we celebrate Memorial Day. explain to the students that we celebrate Memorial Day to honor all the men and women who died fighting for our country. Explain to the students that good citizens try to make the world a better place to live. read aloud Memorial Day by Robin Nelson write down ways we can celebrate Memorial Day share with elbow buddy why we celebrate Memorial Day. Summative assessment: Students will draw a picture of what they want to do to celebrate Memorial Day. Lesson #6: I will identify and show flag etiquette as I say the Pledge of Allegiance. read aloud Flag Keeper by Stacy Juba. have a discussion about flag etiquette. Talk about what does the flag mean to soldiers, the president of the United States, and American families. Read the rules of flag etiquette. Have the students read the rules again together as a class explain the rules of flag etiquette to a buddy. Summative assessment: draw a picture of you showing flag etiquette. Unit Posttest

DIXIE STATE UNIVERSITY DEPARTMENT OF EDUCATION ELEMENTARY 4rd SEMESTER & STUDENT TEACHING LESSON PLAN TEMPLATE (1/25/13) Teacher Candidate: Hillery Hunt Grade Level: Kindergarten Title: Social Studies Unit Lesson #1 Heroes

CONTEXTUAL FACTORS (classroom factors)


Morning Class Total number of students: 18 Gender Distribution: 5 girls , 12 boys Ethnicity Breakdown: 16 white, 1 Hispanic/Mexican, 1 African American. ELL Breakdown: 2 ELL students ( 1 girl WIDA 2, 1 boy WIDA 2) Exceptionality Data: 2 high learners ( 2 boys) , 3 Speech IEPS ( 2 boys;1 girl) 5 OEK ( 3 boys; 2 girls) Student Sight Words ( Based on 44 sight words): 9 Below, 9 On/Above Grade Level Classroom Polices & Practices: Rules such as raising hands; procedures such as counting down, behavior management system: clip up, footprints, etc. Environmental Factors: This classroom is set up with tables where children work together in small groups and/or pairs, there is a kidney table of to the side of the room for small group instruction, there is a large rug that is used for whole group instruction, technology available ( computer, internet, Elmo, DVD player, I pad access everyday).

WALK-AWAY (As a result of this lesson, what do I want the students to know, understand, and be
able to do?) State Standard/ Objective: SIOP 3 Content Concepts Social Studies Standard 2 (Citizenship): Students will recognize their roles and responsibilities of being a good citizen. Objective 3: Investigate and explain how symbols and songs unite families and classmates. G. Identify school symbols and traditions (mascot, song, event) Content Walkway: SIOP 1 Content Objectives I will recognize that our school mascot is the hero. Language Walkway: SIOP 2 Language Objectives I will be able to name a quality of my hero. Vocabulary: mascot, veteran

ASSESSMENT EVIDENCE (What evidence do I need to show the students have learned
the Walk-Away?) Formative Evidence (checking for understanding throughout the lesson): Questioning for understanding such as : Ask high learner: What makes veterans good citizens? (SIOP 15 variety of questions) Ask high learner: What is a veteran? Ask everyone: What is a mascot? ELL: Who is our school mascot? Content Walk-Away Evidence (Summative): Students will draw a picture of their hero. Students will share their picture with the students in their reading group. SIOP 17 grouping

Modifications/Accomodations (ELL, IEP, GATE, etc.)


See throughout each section.

Language Walk-Away Evidence (Summative): students will use this sentence stem ____ is my hero because __________.

Approx. Time SIOP 26 Pacing

ACTIVE LEARNING PLAN


Activate/Building Background Knowledge Have you ever heard the word hero before? SIOP 7 link to background A hero is someone who does something to make our world a better place to live. We say our motto

leave your foot print change the world everyday in school to remind us to be a hero. SIOP 8 link to past learning Our vocabulary words today are mascot and veteran. A mascot is something that schools have to represent the school. Our mascot is the hero. A veteran is someone who helps keep our country safe and free. SIOP 9 vocabulary Read goal. I have a Moby video for us to watch about community helpers who are heroes in our neighborhood. Technology -Play community helpers for the students on Brain pop jr SIOP 4- supplementary materials Formative assessment: Learning Goal Success Criteria Assessment Strategy I will recognize that our Read todays goal. Students will read goal. school mascot is the hero.

Modification/accommodations: (ELL, IEP, GATE, etc.) Focus Lesson (I do it) We are going to talk about the qualities that heroes have. Heroes are kind. Heroes are responsible. Heroes are respectful to others. I brought with me a fun book that talks about heroes in our neighborhood. Read the book Veterans Heroes In Our Neighborhood by Valerie Pfundstein. SIOP 10 speak appropriately My hero is my grandpa Humphries. (Show picture). He is a good citizen because he makes the world a better place by helping others. He served in the Navy and worked on a ship. Do you know any veterans? Think for a minute about all the people you know. Is there anyone you know that fought for our freedom? I can also think of my great grandpa who also fought in the Navy. SIOP 14- think aloud , SIOP 13- learning strategies, SIOP 18- wait time Formative Assessment: Learning Goal Actively listening to the story

Success Criteria Students are looking at the book.

Assessment Strategy Questioning. Are there heroes in your neighborhood?

Modification/accommodations: Make sure the ELL student is staying focused. Guided Instruction (We do it) T- chart on qualities of heroes. I think I will use the book to help me find qualities of heroes. I remember that a fireman is brave. I will write it down. SIOP 29 feedback Example: Fireman, brave Sailor, caring Navy Man, hard worker Nurse, kind

Formative Assessment: Learning Goal

Success Criteria

Assessment Strategy

Name qualities of heroes.

Fireman, brave Sailor, caring Navy man, hard worker Nurse, kind

What are some qualities of the heroes in our book?

Modification/accommodations: Make sure to ask the high level learners questions. Collaborative/Cooperative (You do it together) Tell your buddy who your hero is. SIOP 12 variety of techniques, SIOP 16 interaction, SIOP 6 meaningful activities Formative Assessment: Learning Goal Success Criteria Assessment Strategy My hero is ____ Who is your hero? What Listen to your buddy because______. makes him/ her your share his/ her ideas. hero? Modification/accommodations: Make sure that the ELL student is paired with the aide. SIOP 19 opportunities in L1 Make sure the OEK students are paired with medium level learners. Independent (You do it alone) I know that we have a lot of great artists in our classroom. I would like you to draw a picture of your hero. SIOP 11 clear tasks , SIOP 21 apply content knowledge, SIOP 22 all language skills, SIOP 30 assessment Number 1- name Number 2- date Number 3- write sentence Number 4- draw the picture Have students repeat steps. Summative Assessment: Students complete the assignment by writing the sentence stem My hero is a__________. Once they have their sentence, they can draw a picture of their hero. Modification/accommodations: Make sure the ELL and OEK students are back on the purple table with the aide. The high level learners must write two sentences before they draw their picture. They must use the sentence stem My hero is my ___________. He/she is kind. SIOP 5- adaption Closure/Review of walk-aways, vocabulary, and essential questions (Note: Closure includes student interactions, reflection, and/or demonstrations.) Lets review our goal for today. The teacher will read the goal. Did we learn about heroes today? Students will put their thumb up or down. What is a veteran? What is our school motto? How can we be horizon heroes at school? SIOP 24 Language Objective Supported, SIOP 27 Review Vocabulary, SIOP 28 Review Concepts

SIOP Indicators (Add SIOP number and description within the lesson plan) Preparation: 1-Content objectives, 2-Language objectives, 3-Content appropriate, 4-Supplementary materials, 5-Adaptation of content, 6-Meaningful activities Building Background: 7-Linked to background, 8-Linked to past learning, 9-Key vocabulary Comprehensive Input: 10-Appropriate speech, 11-Clear explanation, 12-Variety of techniques Interaction: 16-Opportunity for interaction, 17-Grouping supports objectives, 18-Wait time, 19-

Opportunity for L1 students Practice/Application: 20-Hands-on materials, ( doesnt apply to this lesson) 21-Activities to apply content/language knowledge, 22-Language skills: reading, writing, listening, speaking Lesson Delivery: 23-Content objective supported, 24-Language objective supported, 25-Students engaged, 26-Pacing Review/Assessment: 27-Review vocabulary, 28-Review concepts, 29-Feedback, 30-Assessment

TEACHING NOTES
What do I need to remember to do? What materials do I need to have ready? What is the approximate time needed for this lesson? Make sure to get colored paper for drawing the hero. Make sure to bring the picture of grandpa. 15 mins are needed for the lesson.

REFLECTION AFTER LESSON


How can I use the assessment data to reflect on & evaluate the outcomes of teaching and learning? How can I transfer what I learned from teaching this lesson to future teaching? What was effective and not effective? What goals can I set to improve my practice and student learning? I thought the lesson went well. I learned how important it is to allow students to have enough time to finish drawing. This lesson was observed and it felt a little rushed. I would have liked to give the students more time to complete the assignment. It was really effective to have a picture of my grandpa for the students to see. It was ineffective to not give students enough time to complete the assignment. I want to work on asking the high learners more questions.

DIXIE STATE UNIVERSITY DEPARTMENT OF EDUCATION ELEMENTARY 4TH SEMESTER & STUDENT TEACHING LESSON PLAN TEMPLATE (1/25/13) Teacher Candidate: Hillery Hunt Grade Level: Kindergarten Title: Social Studies Unit Lesson #2 CONTEXTUAL FACTORS (classroom factors)
Morning Class Total number of students: 18

Gender Distribution: 5 girls , 12 boys Ethnicity Breakdown: 16 white, 1 Hispanic/Mexican, 1 African American. ELL Breakdown: 2 ELL students ( 1 girl WIDA 2, 1 boy WIDA 2) Exceptionality Data: 2 high learners ( 2 boys) , 3 Speech IEPS ( 2 boys;1 girl) 5 OEK ( 3 boys; 2 girls) Student Sight Words ( Based on 44 sight words): 9 Below, 9 On/Above Grade Level Classroom Polices & Practices: Rules such as raising hands; procedures such as counting down, behavior management system: clip up, footprints, etc. Environmental Factors: This classroom is set up with tables where children work together in small groups and/or pairs, there is a kidney table of to the side of the room for small group instruction, there is a large rug that is used for whole group instruction, technology available ( computer, internet, Elmo, DVD player, I pad access everyday).

WALK-AWAY (As a result of this lesson, what do I want the students to know, understand, and be

able to do?) State Standard/ Objective: SIOP 3 Content Appropriate Social Studies Standard 2 (Citizenship): Students will recognize their roles and responsibilities of being a good citizen. Objective 3: Investigate and explain how symbols and songs unite families and classmates. H. B. Recognize state and national symbols (state and national flags, bald eagle, seagull, statue of liberty) Content Walkway: SIOP 1: Content Objectives I will identify the Utah flag, American flag, Statue of Liberty, white house, liberty bell, and bald eagle. Language Walkway: SIOP 2 Language Objectives I will be able to tell my elbow buddy what my favorite American symbol is and what it represents. Vocabulary: freedom, seal, and monument

ASSESSMENT EVIDENCE (What evidence do I need to show the students have learned
the Walk-Away?) Formative Evidence (checking for understanding throughout the lesson): Questioning for understanding such as : Ask high learner: What country gave us the Statue of Liberty? Ask high learner: What does the word freedom mean? (SIOP 15 variety of questions) Ask everyone: What is our national bird? ELL: who lives in the white house? Content Walk-Away Evidence (Summative): Students will cut and glue the symbols . Students will circle the National and State flag. Students will share their paper with their reading group. (SIOP 17 group students) Language Walk-Away Evidence (Summative): Students will use the sentence stem My favorite American symbol is ____________. It stands for freedom.

Modifications/Accomodations (ELL, IEP, GATE, etc.)

Approx. Time SIOP 26 Pacing

ACTIVE LEARNING PLAN


Activate/Building Background Knowledge Remember when we took our test a couple weeks ago. Today, we are going to go over the parts of the statue of liberty. (SIOP 8 linked to past learning) Go over the label lady liberty worksheet with the class. Raise your hand if you have ever heard the word

freedom before. (SIOP 7 Linked to background) . Freedom is when you have the right to choose what to do or say, as long as it is not against the law. A seal is a special mark or stamp to make something official. A monument is a building or statue that represents something. Show students the America flag and the Utah flag. Have everyone stand up and repeat goal for the day. Technology: Show brain pop jr video American Symbols (SIOP 9 key vocabulary, SIOP 4 supplementary materials ) Formative assessment: Learning Goal Success Criteria Assessment Strategy I will identify the Utah flag, Read todays goal. Students will read goal. American flag, Statue of Liberty, white house, liberty bell, and bald eagle.

Modification/accommodations: (ELL, IEP, GATE, etc.) Make sure the behavior students in both classes are standing up and participating with the class. Focus Lesson (I do it) We are going to read a book called Americas Symbols by Judith Bauer Stamper. Read the book to the students. (SIOP 6 meaningful activities, 10 appropriate speech) Formative Assessment: Learning Goal Actively listening to the story Success Criteria Students will look at the book and are actively listening to the story. Assessment Strategy Questioning. What does the bald eagle represent? What does the liberty bell stand for? Where does the president live?

Modification/accommodations: Make sure to ask the ELL students and OEK students questions. Guided Instruction (We do it) We are now going to make a t- chart to remember the American symbols. Sometimes when I cant think a symbol I think about the book I read. (SIOP 14 think aloud) Bald Eagle- brave American Flag- our country Liberty Bell- freedom Statue of Liberty- friendship Formative Assessment: Learning Goal Students will name symbols of America

Success Criteria Bald eagle, brave Flag, our country Liberty bell- freedom Statue of Libertyfriendship

Assessment Strategy What are the symbols of America?

Modification/accommodations:

Make sure to ask the high level learners questions. Please help the ELL students answer questions as well. Use the book as a guide to help them come up with a symbol. Example: Look! I see an American symbol on this page. What symbol do you see? Point to statue of liberty. Collaborative/Cooperative (You do it together) Tell your buddy what your favorite American symbol is and what it represents. (SIOP 16 interaction, SIOP 12 make concepts clear) Students will use the stem My favorite symbol is the _________. It stands for_______. Formative Assessment: Learning Goal Success Criteria Assessment Strategy My favorite symbol is What is your favorite Listen to your buddy share the______. It stands for symbol? What does the his/ her ideas. (SIOP30) _______. symbol stand for? Modification/accommodations: Make sure the high learners are paired with a medium level student/ high learner. Make sure the ELL and OEK students are paired with medium level students. Independent (You do it alone)/ we do You are going to show me how much you know about the symbols of America. (SIOP 20 hands on materials, SIOP 21 apply content/ language knowledge , SIOP 22 all language skills) Put the worksheet on the Elmo. Lets go over what your job is. Note to teacher as you say the steps, place a finger in the air. (SIOP 11 clear explanations) Number 1- name Number 2- cut and put on nametag Number 3- listen to Ms. Hunt Number 4- check your work (SIOP 13- learning strategies) Have students repeat. * Note to teacher- please walk around the room and make sure students are following directions. (SIOP 18 wait time, SIOP 29 feedback ) Summative Assessment: American Symbols worksheet. Students will then listen as the teacher reads the questions on the Elmo. Students will cut out the symbols and glue them on the worksheet. SIOP 30 Assessment Modification/accommodations: Make sure the struggling students are placed on the purple kidney table with the aide. This includes ELL , OEK , and struggling learners. Make sure the high learners are placed on the blue kidney table with the aide. These students can go ahead and complete the worksheet by themselves. (SIOP 5 adaption of content, SIOP 19 clarification) Closure/Review of walk-aways, vocabulary, and essential questions (Note: Closure includes student interactions, reflection, and/or demonstrations.) Lets review our goal. ( Teacher will read goal). Put your thumbs up if we learned about American Symbols today. What is a monument? What does the word freedom mean? What is a seal? What are the American symbols that we talked about today? SIOP 23 clearly supported content objectives, SIOP 24 Language Objective Supported, SIOP 27 Review Vocabulary, SIOP 28 Review Concepts

SIOP Indicators (Add SIOP number and description within the lesson plan)

Preparation: 1-Content objectives, 2-Language objectives, 3-Content appropriate, 4-Supplementary materials, 5-Adaptation of content, 6-Meaningful activities Building Background: 7-Linked to background, 8-Linked to past learning, 9-Key vocabulary Comprehensive Input: 10-Appropriate speech, 11-Clear explanation, 12-Variety of techniques Interaction: 16-Opportunity for interaction, 17-Grouping supports objectives, 18-Wait time, 19Opportunity for L1 students Practice/Application: 20-Hands-on materials, 21-Activities to apply content/language knowledge, 22-Language skills: reading, writing, listening, speaking Lesson Delivery: 23-Content objective supported, 24-Language objective supported, 25-Students engaged, 26-Pacing Review/Assessment: 27-Review vocabulary, 28-Review concepts, 29-Feedback, 30-Assessment

TEACHING NOTES
What do I need to remember to do? What materials do I need to have ready? What is the approximate time needed for this lesson? Have goal on board. Make sure to set the two high learners on a different table in order for them to work ahead. Approx. group time 15 minutes . Individual time 5 mins.

REFLECTION AFTER LESSON


How can I use the assessment data to reflect on & evaluate the outcomes of teaching and learning? How can I transfer what I learned from teaching this lesson to future teaching? What was effective and not effective? What goals can I set to improve my practice and student learning? I thought this lesson went really well. My students understood what American symbols are and what they represent. I thought that both classes did really well at following directions. I learned that it is important to take the time to answer students questions. I should have made extra time to allow students to ask questions about American symbols. I thought the activities I had the students do were effective. I thought that my pacing for assessment felt rushed. I think that the biggest goal for me is to not talk and walk. I need to work on staying in one place when I give directions.

DIXIE STATE UNIVERSITY DEPARTMENT OF EDUCATION ELEMENTARY 4TH SEMESTER & STUDENT TEACHING LESSON PLAN TEMPLATE (1/25/13) Teacher Candidate: Hillery Hunt Grade Level: Kindergarten Title: Social Studies Unit Lesson #3 CONTEXTUAL FACTORS (classroom factors)
Morning Class Total number of students: 18 Gender Distribution: 5 girls , 12 boys Ethnicity Breakdown: 16 white, 1 Hispanic/Mexican, 1 African American. ELL Breakdown: 2 ELL students ( 1 girl WIDA 2, 1 boy WIDA 2) Exceptionality Data: 2 high learners ( 2 boys) , 3 Speech IEPS ( 2 boys;1 girl) 5 OEK ( 3 boys; 2 girls) Student Sight Words ( Based on 44 sight words): 9 Below, 9 On/Above Grade Level Classroom Polices & Practices: Rules such as raising hands; procedures such as counting down, behavior

management system: clip up, footprints, etc. Environmental Factors: This classroom is set up with tables where children work together in small groups and/or pairs, there is a kidney table of to the side of the room for small group instruction, there is a large rug that is used for whole group instruction, technology available ( computer, internet, Elmo, DVD player, I pad access everyday).

WALK-AWAY (As a result of this lesson, what do I want the students to know, understand, and be

able to do?) State Standard/ Objective: SIOP 3 Content Appropriate Social Studies Standard 2 (Citizenship): Students will recognize their roles and responsibilities of being a good citizen. Objective 3: Investigate and explain how symbols and songs unite families and classmates. I. C. Learn and sing state and US patriotic songs Content Walkway: SIOP 1: Content Objectives I will learn and sing the song Oh I love America to my friends in another Kindergarten class. Language Walkway: SIOP 2 Language Objectives I will be able to tell my elbow buddy about why we sing patriotic songs. Vocabulary: patriotic

ASSESSMENT EVIDENCE (What evidence do I need to show the students have learned
the Walk-Away?) Formative Evidence (checking for understanding throughout the lesson): Questioning for understanding such as : Ask high learner: What do you think the song Oh I love America is about? (SIOP 15 variety of questions) Ask everyone: Why do you love America? ELL: Is America a free country? Content Walk-Away Evidence (Summative): Students will sing song to another kindergarten class. Language Walk-Away Evidence (Summative): Students will use the sentence stem We sing patriotic songs to _______________ (unite our country. )

Modifications/Accomodations (ELL, IEP, GATE, etc.)

Approx. Time SIOP 26 Pacing

ACTIVE LEARNING PLAN


Activate/Building Background Knowledge Do you like singing songs? SIOP 7-student background We have been learning about America this month. SIOP 8 past learning Today, we are going to be learning a patriotic song called Oh I love America. Think for a minute about what the word patriotic might mean. Patriotic means that you love your country. We sing patriotic songs to show how much we love our country. Singing songs together helps us to become friends. SIOP 9 Vocabulary. Technology: show Oh I love America clip on YouTube. SIOP 4 supplementary materials Read goal for today. Have everyone stand up to say the goal. I will learn and sing the song Oh I love America to my friends in another Kindergarten class. Formative assessment: Learning Goal Success Criteria I will learn and sing the song Assessment Strategy Read todays goal.

Students will read goal.

Oh I love America to my friends in another Kindergarten class.

Modification/accommodations: (ELL, IEP, GATE, etc.) Make sure the behavior students in both classes are standing up and participating with the class. Focus Lesson (I do it) Explain to the students that we are going to practice singing this song for our program. Sometimes when I dont know the actions to a song, I think hmm maybe I should watch my friends and copy what they do. SIOP 13- learning strategies Play Oh I Love America clip on You Tube. Sing along with the video. SIOP 10-student level Show the students the hand movements. There is a separate paper on the teachers desk that shows the hand movements. SIOP 11 clear explanation of task Formative Assessment: Learning Goal Success Criteria Assessment Strategy Students will look at the Observation: make sure Actively listening to the screen and listen to the students are watching the teacher singing the song words of the song. teacher. and doing the hand movements. Modification/accommodations: Make sure that the ELL and OEK students are actively listening. Guided Instruction (We do it) Sing the song Oh I love America as a class. Make sure to call on students that are doing the actions correctly to come in front of the class. SIOP 12 variety of techniques , SIOP 14 scaffolding, SIOP 18 wait time, SIOP 22 all language skills , SIOP 6 meaningful activities Formative Assessment: Learning Goal Students will actively singing the song Oh I love America. The students should also do the hand movements with the class.

Success Criteria Students will sing the song and do the hand movements.

Assessment Strategy Observation: make sure all the students are singing.

Modification/accommodations: The ELL students will be paired with the aide. SIOP 19opportunities for clarification Make sure to encourage the ELL students and the OEK students . Make sure that these students are all doing the hand movements. SIOP 5 adapt content Collaborative/Cooperative (You do it together) Remind your buddy why we sing patriotic songs. SIOP 16- interaction Have students placed in groups in order to practice hand movements . Play the music while the students

practice the hand movements. SIOP 17 group ,SIOP 29 feedback Formative Assessment: Learning Goal Success Criteria Assessment Strategy We sing patriotic songs Questioning: Why do we Listen to your buddy because _______________ sing patriotic songs? share why we sing patriotic songs. Modification/accommodations: Make sure the high learners are paired with a medium level student/ high learner. Make sure the ELL and OEK students are paired with medium level students. Independent (You do it alone)/ we do We are going to sing our song to another Kindergarten class. We are going to teach this song to them for the Kindergarten program. SIOP 21- apply content knowledge Summative Assessment: students will sing the song to another kindergarten class. SIOP 30 Assessment Modification/accommodations: Closure/Review of walk-aways, vocabulary, and essential questions (Note: Closure includes student interactions, reflection, and/or demonstrations.) Lets review our goal. ( Teacher will read goal). Put your thumbs up if we practiced our song today.SIOP 23 clearly supported content objectives, SIOP 24 Language Objective Supported, SIOP 27 Review Vocabulary, SIOP 28 Review Concepts

SIOP Indicators (Add SIOP number and description within the lesson plan) Preparation: 1-Content objectives, 2-Language objectives, 3-Content appropriate, 4-Supplementary materials, 5-Adaptation of content, 6-Meaningful activities Building Background: 7-Linked to background, 8-Linked to past learning, 9-Key vocabulary Comprehensive Input: 10-Appropriate speech, 11-Clear explanation, 12-Variety of techniques Interaction: 16-Opportunity for interaction, 17-Grouping supports objectives, 18-Wait time, 19Opportunity for L1 students Practice/Application: 20-Hands-on materials, 21-Activities to apply content/language knowledge, 22-Language skills: reading, writing, listening, speaking Lesson Delivery: 23-Content objective supported, 24-Language objective supported, 25-Students engaged, 26-Pacing Review/Assessment: 27-Review vocabulary, 28-Review concepts, 29-Feedback, 30-Assessment

TEACHING NOTES
What do I need to remember to do? What materials do I need to have ready? What is the approximate time needed for this lesson? Have the YouTube video on when the students come in from P.E. This should be a fifteen-minute lesson.

REFLECTION AFTER LESSON


How can I use the assessment data to reflect on & evaluate the outcomes of teaching and learning? How can I transfer what I learned from teaching this lesson to future teaching? What was effective and not effective? What goals can I set to improve my practice and student learning? I thought this lesson went well. I think that having the students that were doing a great job at singing was really effective. I think that the lesson could have been shorter. The students started to get bored

with doing the song many times. I want to continue to use student examples to look to when we are practicing a song. The students really enjoyed standing in front of the class.

DIXIE STATE UNIVERSITY DEPARTMENT OF EDUCATION ELEMENTARY 4TH SEMESTER & STUDENT TEACHING LESSON PLAN TEMPLATE (1/25/13) Teacher Candidate: Hillery Hunt Grade Level: Kindergarten Title: Social Studies Unit Lesson #4 CONTEXTUAL FACTORS (classroom factors)
Morning Class Total number of students: 18 Gender Distribution: 5 girls , 12 boys Ethnicity Breakdown: 16 white, 1 Hispanic/Mexican, 1 African American. ELL Breakdown: 2 ELL students ( 1 girl WIDA 2, 1 boy WIDA 2) Exceptionality Data: 2 high learners ( 2 boys) , 3 Speech IEPS ( 2 boys;1 girl) 5 OEK ( 3 boys; 2 girls) Student Sight Words ( Based on 44 sight words): 9 Below, 9 On/Above Grade Level Classroom Polices & Practices: Rules such as raising hands; procedures such as counting down, behavior management system: clip up, footprints, etc. Environmental Factors: This classroom is set up with tables where children work together in small groups and/or pairs, there is a kidney table of to the side of the room for small group instruction, there is a large rug that is used for whole group instruction, technology available ( computer, internet, Elmo, DVD player, I pad access everyday).

WALK-AWAY (As a result of this lesson, what do I want the students to know, understand, and be

able to do?) State Standard/ Objective: SIOP 3 Content Concepts Social Studies Standard 2 (Citizenship): Students will recognize their roles and responsibilities of being a good citizen. Objective 3: Investigate and explain how symbols and songs unite families and classmates. J. Know the words and meanings of the Pledge of Allegiance Content Walkway: SIOP 1 Content Objectives I will know the words and meaning of the Pledge of Allegiance. Language Walkway: SIOP 2 Language Objectives I will know the words and meaning of the Pledge of Allegiance. Vocabulary: pledge, indivisible, liberty

ASSESSMENT EVIDENCE (What evidence do I need to show the students have learned
the Walk-Away?) Formative Evidence (checking for understanding throughout the lesson): Questioning for understanding such as : Ask high learner: Why do we say the pledge everyday? Ask everyone: What does the word pledge mean? ELL: What does the word liberty mean? Content Walk-Away Evidence (Summative): Students will say the Pledge of Allegiance to the teacher Language Walk-Away Evidence (Summative): Students will explain what the word pledge, indivisible, and liberty to their elbow buddy.

Modifications/Accomodations (ELL, IEP, GATE, etc.)


See throughout each section.

Approx. Time SIOP 26 Pacing

ACTIVE LEARNING PLAN


Activate/Building Background Knowledge Have you ever heard of the Pledge of Allegiance? SIOP 7-background experience Do we say the Pledge of Allegiance everyday? SIOP 8 link to past learning Our vocabulary words are pledge, indivisible, liberty. A pledge is a promise we make to be a good citizen. Indivisible means work as a team. Liberty means freedom. SIOP 9 Vocabulary Our goal for today I will know the words and meaning of the Pledge of Allegiance. Have students repeat goal. Technology: play preschool Pledge of Allegiance on YouTube. Formative assessment: Learning Goal Students will read goal. Success Criteria I will know the words and meaning of the Pledge of Allegiance. Assessment Strategy Read todays goal.

Modification/accommodations: (ELL, IEP, GATE, etc.) Make sure that the IEP students are saying the goal with the class. Make sure to ask the high learners questions about the pledge. Focus Lesson (I do it) Read the book The Pledge of Allegiance by Scholastic. SIOP 4 supplementary materials

Formative Assessment: Learning Goal Actively listening to the story

Success Criteria Students are looking at the book.

Assessment Strategy Observation: make sure students are listening to the story.

Modification/accommodations: Make sure the ELL student is staying focused. Make sure the behavior students are sitting on a chair at the rug. Guided Instruction (We do it) Say the Pledge of Allegiance as a class. SIOP 6 meaningful activities , SIOP 10 student level

Formative Assessment: Learning Goal Students will say the Pledge of Allegiance as the class.

Success Criteria Students will stand and say the Pledge of Allegiance.

Assessment Strategy Observation: make sure students are saying the pledge.

Modification/accommodations: Make sure the struggling learners are saying the pledge with the class. Collaborative/Cooperative (You do it together) Students will tell their elbow buddy what the words pledge, indivisible, liberty. Formative Assessment: Learning Goal Success Criteria Assessment Strategy Students will explain the Students are words pledge, indivisible, and liberty to their elbow buddy. Modification/accommodations: Make sure the high learners are paired with the medium learners. Make sure the ELL students are paired with medium learners. Make sure the struggling learners are not placed together. Independent (You do it alone) It is now time for you to say the Pledge of Allegiance to me. While we do centers, I will call you back to say the pledge for me. Summative Assessment: Students will say the Pledge of Allegiance to the teacher. Rubric is provided. Poem is memorized 1 2 3 4 Spoken with emotion 1 2 3 4 Spoken with a clear voice 1 2 3 4 Spoken with a loud voice 1 2 3 4 Poise Student has great posture 1 2 3 4

Modification/accommodations: The OEK students and ELL students will have the first line read to them. SIOP 5 adaption of content Closure/Review of walk-aways, vocabulary, and essential questions (Note: Closure includes student interactions, reflection, and/or demonstrations.) Lets review our goal for today. The teacher will read the goal. Did we learn about the Pledge of Allegiance today? What does the word pledge mean? What does the word indivisible mean? What does the sentence liberty and justice for all mean? SIOP 24 Language Objective Supported, SIOP 27 Review Vocabulary, SIOP 28 Review Concepts

SIOP Indicators (Add SIOP number and description within the lesson plan) Preparation: 1-Content objectives, 2-Language objectives, 3-Content appropriate, 4-Supplementary materials, 5-Adaptation of content, 6-Meaningful activities Building Background: 7-Linked to background, 8-Linked to past learning, 9-Key vocabulary Comprehensive Input: 10-Appropriate speech, 11-Clear explanation, 12-Variety of techniques Interaction: 16-Opportunity for interaction, 17-Grouping supports objectives, 18-Wait time, 19Opportunity for L1 students Practice/Application: 20-Hands-on materials, ( doesnt apply to this lesson) 21-Activities to apply content/language knowledge, 22-Language skills: reading, writing, listening, speaking Lesson Delivery: 23-Content objective supported, 24-Language objective supported, 25-Students engaged, 26-Pacing Review/Assessment: 27-Review vocabulary, 28-Review concepts, 29-Feedback, 30-Assessment

TEACHING NOTES
What do I need to remember to do? What materials do I need to have ready? What is the approximate time needed for this lesson? Make sure to get colored paper for drawing the hero. Make sure to bring the picture of grandpa. 15 mins are needed for the lesson.

REFLECTION AFTER LESSON


How can I use the assessment data to reflect on & evaluate the outcomes of teaching and learning? How can I transfer what I learned from teaching this lesson to future teaching? What was effective and not effective? What goals can I set to improve my practice and student learning? I thought the lesson went well. I learned how important it is to make sure the students know the Pledge of Allegiance. There were a lot of students who did not know the Pledge of Allegiance when they said it by themselves. It was effective to have the students say the Pledge of Allegiance as a class. In my future classroom, I want to make sure that my students know the Pledge of Allegiance by the end of December.

DIXIE STATE UNIVERSITY DEPARTMENT OF EDUCATION ELEMENTARY 4TH SEMESTER & STUDENT TEACHING LESSON PLAN TEMPLATE (1/25/13) Teacher Candidate: Hillery Hunt Grade Level: Kindergarten Title: Social Studies Unit Lesson #5 CONTEXTUAL FACTORS (classroom factors)
Morning Class Total number of students: 18 Gender Distribution: 5 girls , 12 boys Ethnicity Breakdown: 16 white, 1 Hispanic/Mexican, 1 African American. ELL Breakdown: 2 ELL students ( 1 girl WIDA 2, 1 boy WIDA 2) Exceptionality Data: 2 high learners ( 2 boys) , 3 Speech IEPS ( 2 boys;1 girl) 5 OEK ( 3 boys; 2 girls) Student Sight Words ( Based on 44 sight words): 9 Below, 9 On/Above Grade Level Classroom Polices & Practices: Rules such as raising hands; procedures such as counting down, behavior management system: clip up, footprints, etc. Environmental Factors: This classroom is set up with tables where children work together in small groups and/or pairs, there is a kidney table of to the side of the room for small group instruction, there is a large rug that is used for whole group instruction, technology available ( computer, internet, Elmo, DVD player, I pad access everyday).

WALK-AWAY (As a result of this lesson, what do I want the students to know, understand, and be
able to do?) State Standard/ Objective: SIOP 3 Content Concepts

Social Studies Standard 2 (Citizenship): Students will recognize their roles and responsibilities of being a good citizen. Objective 3: Investigate and explain how symbols and songs unite families and classmates. E. Identify the people and event honored in Utah and U.S commemorative holidays Content Walkway: SIOP 1 Content Objectives I will be able to draw a picture of a way I can celebrate Memorial Day. Language Walkway: SIOP 2 Language Objectives I will be able to explain why Americans celebrate Memorial Day. Vocabulary: celebrate, honor, Memorial Day,

ASSESSMENT EVIDENCE (What evidence do I need to show the students have learned
the Walk-Away?) Formative Evidence (checking for understanding throughout the lesson): Questioning for understanding such as : Ask high learner: How can we honor soldiers on Memorial Day? Ask everyone: What are ways that people celebrate Memorial Day? ELL: Can we hang flags in the front of our house on Memorial Day? Content Walk-Away Evidence (Summative): Students will draw a picture of a way they can celebrate Memorial Day. Language Walk-Away Evidence (Summative): Students will explain why Americans celebrate Memorial Day.

Modifications/Accomodations (ELL, IEP, GATE, etc.)


See throughout each section.

Approx. Time SIOP 26 Pacing

ACTIVE LEARNING PLAN


Activate/Building Background Knowledge Have you ever heard of Memorial Day? SIOP 7 background We have been talking about American holidays. SIOP 8 past learning We have three vocabulary words today. Our first word is celebrate. Celebrate means to have a party or special activity to honor a holiday. We celebrate Memorial Day in May. Our next word is honor. On Memorial Day, we honor all the soldiers that have died. SIOP 9 Vocabulary Read todays goal. Have students repeat goal. Technology: play Holidays for kids on YouTube. Formative assessment: Learning Goal Success Criteria Assessment Strategy I will be able to draw a Read todays goal. Students will read goal. picture of a way I can celebrate Memorial Day.

Modification/accommodations: (ELL, IEP, GATE, etc.) Make sure the behavior students are standing up and participating. Focus Lesson (I do it) Read the book Memorial Day by Robin Nelson. Formative Assessment: Learning Goal Success Criteria Students are looking at Actively listening to the the book. story

Assessment Strategy Observation: make sure students are listening to the story.

Modification/accommodations: Make sure the ELL student is staying focused. Guided Instruction (We do it) To help us remember Memorial Day. We are going to write down all the ways that we can celebrate Memorial Day. Write down these ideas on the board Decorate graves Have parades Go to place of worship Have picnics

Formative Assessment: Learning Goal Students will name ways to celebrate Memorial Day.

Success Criteria Decorate graves Have parades Go to place of worship Have picnics

Assessment Strategy Questioning: How do Americans celebrate Memorial Day?

Modification/accommodations: Make sure to ask the high level learners questions. Collaborative/Cooperative (You do it together) Tell your elbow buddy why we celebrate Memorial Day. Tell your elbow buddy what you are going to do to celebrate Memorial Day. Formative Assessment: Learning Goal Success Criteria Assessment Strategy Students will tell their We celebrate Memorial Observation elbow buddy what they Day to _______ all the are going to do to people who fought for our celebrate Memorial Day. country. Modification/accommodations: Independent (You do it alone) Students will draw a picture of what they are going to do to celebrate Memorial Day. Modification/accommodations: Ell students and OEK students will be asked to only draw a picture. High-level learners will write a sentence about what they are going to do on Memorial Day. Closure/Review of walk-aways, vocabulary, and essential questions (Note: Closure includes student interactions, reflection, and/or demonstrations.) Lets review our goal for today. The teacher will read the goal. Did we learn about heroes today? Students will put their thumb up or down. What is a veteran? What is our school motto? How can we be horizon heroes at school? SIOP 24 Language Objective Supported, SIOP 27 Review Vocabulary, SIOP 28 Review Concepts

SIOP Indicators (Add SIOP number and description within the lesson plan) Preparation: 1-Content objectives, 2-Language objectives, 3-Content appropriate, 4-Supplementary materials, 5-Adaptation of content, 6-Meaningful activities Building Background: 7-Linked to background, 8-Linked to past learning, 9-Key vocabulary Comprehensive Input: 10-Appropriate speech, 11-Clear explanation, 12-Variety of techniques Interaction: 16-Opportunity for interaction, 17-Grouping supports objectives, 18-Wait time, 19Opportunity for L1 students Practice/Application: 20-Hands-on materials, ( doesnt apply to this lesson) 21-Activities to apply content/language knowledge, 22-Language skills: reading, writing, listening, speaking Lesson Delivery: 23-Content objective supported, 24-Language objective supported, 25-Students engaged, 26-Pacing Review/Assessment: 27-Review vocabulary, 28-Review concepts, 29-Feedback, 30-Assessment

TEACHING NOTES
What do I need to remember to do? What materials do I need to have ready? What is the approximate time needed for this lesson? This needs to be a twenty-minute lesson. The students need ten minutes to draw their picture.

REFLECTION AFTER LESSON


How can I use the assessment data to reflect on & evaluate the outcomes of teaching and learning? How can I transfer what I learned from teaching this lesson to future teaching? What was effective and not effective? What goals can I set to improve my practice and student learning? I thought the lesson went well. I thought the students did a great job at drawing their pictures. I thought it was effective to have a book to show the different ways people celebrate Memorial Day. It was ineffective to have a small book. I need to remember that when I order books online, I need to make sure I order a bigger book.

DIXIE STATE UNIVERSITY DEPARTMENT OF EDUCATION ELEMENTARY 4TH SEMESTER & STUDENT TEACHING LESSON PLAN TEMPLATE (1/25/13) Teacher Candidate: Hillery Hunt Grade Level: Kindergarten Title: Social Studies Unit Lesson #6 CONTEXTUAL FACTORS (classroom factors)
Morning Class Total number of students: 18 Gender Distribution: 5 girls , 12 boys Ethnicity Breakdown: 16 white, 1 Hispanic/Mexican, 1 African American. ELL Breakdown: 2 ELL students ( 1 girl WIDA 2, 1 boy WIDA 2) Exceptionality Data: 2 high learners ( 2 boys) , 3 Speech IEPS ( 2 boys;1 girl) 5 OEK ( 3 boys; 2 girls) Student Sight Words ( Based on 44 sight words): 9 Below, 9 On/Above Grade Level Classroom Polices & Practices: Rules such as raising hands; procedures such as counting down, behavior management system: clip up, footprints, etc. Environmental Factors: This classroom is set up with tables where children work together in small groups and/or pairs, there is a kidney table of to the side of the room for small group instruction, there is a large rug that is used for whole group instruction, technology available ( computer, internet, Elmo, DVD player, I pad access everyday).

WALK-AWAY (As a result of this lesson, what do I want the students to know, understand, and be
able to do?) State Standard/ Objective: SIOP 3 Content Concepts Social Studies Standard 2 (Citizenship): Students will recognize their roles and responsibilities of being a good citizen. Objective 3: Investigate and explain how symbols and songs unite families and classmates. F. Identify the rules of etiquette of citizenship (e.g. stand for the flag, hand over heart).

Content Walkway: SIOP 1 Content Objectives I will identify and show flag etiquette as I say the Pledge of Allegiance Language Walkway: SIOP 2 Language Objectives I will explain the rules of flag etiquette to a buddy Vocabulary: flag etiquette,

ASSESSMENT EVIDENCE (What evidence do I need to show the students have learned
the Walk-Away?) Formative Evidence (checking for understanding throughout the lesson): Questioning for understanding such as : Ask high learner: How can Americans show respect to the flag? Ask everyone: What are ways that people celebrate Memorial Day? ELL: Is it respectful to wear a hat when we say the Pledge of Allegiance? Content Walk-Away Evidence (Summative): Students will draw a picture of them showing flag etiquette. Language Walk-Away Evidence (Summative): Students will explain the rules of flag etiquette to a buddy.

Modifications/Accomodations (ELL, IEP, GATE, etc.)


See throughout each section.

Approx. Time SIOP 26 Pacing

ACTIVE LEARNING PLAN


Activate/Building Background Knowledge Today we are going to be talking about flag etiquette when we say the Pledge of Allegiance. You have seen flag etiquette if you have ever been to a Boy Scouts of America activity. SIOP 7-background experience Think in your mind about the word flag etiquette. People show flag etiquette by having good manners for the flag. SIOP 9 Vocabulary Remember how we talked about the Pledge of Allegiance the other day? SIOP 8 past learning We say the Pledge of Allegiance to honor all the people who fought for our country. Technology: watch Pledge of Allegiance on YouTube Read goal for the day. Have students repeat goal Formative assessment: Learning Goal Success Criteria Assessment Strategy I will identify and show Read todays goal. Students will read goal. flag etiquette as I say the Pledge of Allegiance Modification/accommodations: (ELL, IEP, GATE, etc.) Focus Lesson (I do it) Read the book Flag Keeper by Stacy Juba. SIOP 4 supplementary materials Ask the students the following questions 1. Why didnt Elizabeths dad want to keep the flag out all night long while he was gone? 2. Why was Elizabeth upset when the flag touched the ground? 3. Why was the police officer worried when he noticed an upside down flag? 4. How did Elizabeth finally manage to leave the flag out at night and still demonstrate her respect? 5. Can we make a shirt out of an old flag? SIOP 15 variety of questions Formative Assessment: Learning Goal

Success Criteria

Assessment Strategy

Actively listening to the story

Students are looking at the book.

Observation: make sure students are listening to the story.

Modification/accommodations: Make sure the ELL student is staying focused. Guided Instruction (We do it) We are going to go over the rules of flag etiquette now. I will read the rules first and then I will have you repeat them with me. SIOP 10 speech 1. Place hands by your side and face the flag ( students repeat) SIOP 18 wait time 2. Place your right hand over your heart ( students repeat) 3. Stand straight and tall ( students repeat) 4. Say the Pledge of Allegiance ( students repeat)

Formative Assessment: Learning Goal Students will read the rules of flag etiquette.

Success Criteria Students will repeat all the rules of flag etiquette.

Assessment Strategy Observation of students reading the rules of flag etiquette.

Modification/accommodations: Make sure to ask the high level learners questions. Collaborative/Cooperative (You do it together) It is now time for you to explain the rules of flag etiquette to a buddy. Everyone has a paper with the rules on it. Go ahead and look at the poster. SIOP 20 hands on materials You can read it to yourself if you want to. SIOP 13 learning strategies , SIOP 16 interaction . The students are seated according to their learning level. SIOP 17 grouping Formative Assessment: Learning Goal Success Criteria Assessment Strategy Students will explain the Students will tell their Observation of students rules of flag etiquette to elbow buddy the rules of talking to each other about their buddy. flag etiquette and why it is flag etiquette. important to show flag etiquette. SIOP 6 meaningful activities Modification/accommodations: Independent (You do it alone) I would now like you to draw a picture of you showing flag etiquette. SIOP 11 clear explanations , SIOP 12 variety of techniques . Sometimes when I dont understand how to do an assignment, I look at the example on the board to help me. SIOP 14 think aloud 1) Write your name. 2) Write the date (afternoon class only). 3) Draw a picture of you showing flag etiquette. 4) Read a book.

Unit Pretest Summative Assessment: students must have a picture of them showing flag etiquette. SIOP 30- assessment , SIOP 21 applying content knowledge, SIOP 22 all language skills Modification/accommodations: The ELL students and low learners will only have to write their name and draw a picture. They will have an example to copy. SIOP 5 adaption of content. The aide will help the ELL students in the classroom. SIOP 19 clarification in L1 Closure/Review of walk-aways, vocabulary, and essential questions (Note: Closure includes student interactions, reflection, and/or demonstrations.) Lets review our goal for today. The teacher will read the goal. Put your thumb up if we reached our goal. What is flag etiquette? Raise your hand if you can show our class how to show flag etiquette. SIOP 23 content objective supported SIOP 24 Language Objective Supported, SIOP 27 Review Vocabulary, SIOP 28 Review Concepts

SIOP Indicators (Add SIOP number and description within the lesson plan) Preparation: 1-Content objectives, 2-Language objectives, 3-Content appropriate, 4-Supplementary materials, 5-Adaptation of content, 6-Meaningful activities Building Background: 7-Linked to background, 8-Linked to past learning, 9-Key vocabulary Comprehensive Input: 10-Appropriate speech, 11-Clear explanation, 12-Variety of techniques Interaction: 16-Opportunity for interaction, 17-Grouping supports objectives, 18-Wait time, 19Opportunity for L1 students Practice/Application: 20-Hands-on materials, ( doesnt apply to this lesson) 21-Activities to apply content/language knowledge, 22-Language skills: reading, writing, listening, speaking Lesson Delivery: 23-Content objective supported, 24-Language objective supported, 25-Students engaged, 26-Pacing Review/Assessment: 27-Review vocabulary, 28-Review concepts, 29-Feedback, 30-Assessment

TEACHING NOTES
What do I need to remember to do? What materials do I need to have ready? What is the approximate time needed for this lesson? This should be a 20-minute lesson. I need to have the Flag Keeper book and colored paper.

REFLECTION AFTER LESSON


How can I use the assessment data to reflect on & evaluate the outcomes of teaching and learning? How can I transfer what I learned from teaching this lesson to future teaching? What was effective and not effective? What goals can I set to improve my practice and student learning? I thought the lesson went well. The students did a great job at drawing themselves showing flag etiquette. I thought the book was effective. It really helped students understand how important it is to show flag etiquette.

Assessment #1 The American Symbols pretest was administered on March 17,2014. There were no students that were absent on that day. The American Symbols pretest was on American symbols. It was a fill in the blank and circle test. The purpose of the pretest was to allow me to recognize what concepts the students didnt understand yet. I used the scores to figure out who needs extra help. I focused on the questions that were missed the most when I planned my lessons.

Class Analysis

The chart listed below show the students correct responses on the pretest. This pretest had a total of ten questions that were each worth one point. The students did not do well on this assessment because the information had not been taught before.

A.M Student's Score on Pretest


10 9 8 7 6 5 4 3 2 1 0 Student 1~ Student 3~

Whole Class High Learners ELL students Struggling Students

Student 9

Student 2

Student 4

Student 5

Student 6

Student 7

Student 8

Student 10

Student 11

Student 12

Student 13

Student 14

Student 15

Student 16

Source: Pre-test , see Appendix B ~ students score was compared against the rest of the class

Three Student Analyses For the morning class, I chose to compare students 1, 3, and 17 scores to the rest of the class. Student number one got ninety percent on the pretest. Student number three got sixty percent on her pretest. Student number seventeen got fifty on his pretest.

Student 17~

Student 18

A.M Student's Score on Pretest


10 9 8 7 6 5 4 3 2 1 0 Student 1~ Student 3~

Whole Class High Learners ELL students Struggling Students

Student 9

Student 2

Student 4

Student 5

Student 6

Student 7

Student 8

Student 10

Student 11

Student 12

Student 13

Student 14

Student 15

Student 16

Source: Pre-test, see Appendix B ~ Student was compared against the class Three Student Analyses In the afternoon class, I chose to compare students 1, 5, and 16 scores against the rest of the class. Student number one got one hundred percent on his pretest. Student number five got eighty percent on his pretest. Student number sixteen got twenty percent on the pretest.

Assessment #2 The American Symbols pretest was administered on April 1,2014. There was one student in the morning that was absent on that day. There were seventeen students who took the posttest in the morning. The American Symbols posttest was on

Student 17~

Student 18

American symbols. It was a fill in the blank and circle test. The purpose of the posttest was to allow me to see how much my students learned after the posttest. Class Analysis The chart listed below shows the students correct responses on the posttest. This posttest had eleven questions. Each question was worth one point. There was a bonus question added to the posttest. This bonus question was worth one point. The class did really well on the posttest.

Morning Class Student's Scores on Posttest


12 10 8 6 4 2 0 Student 2 Student 4 Student 5 Student 6 Student 7 ELL High Learners Whole Class Struggling Learners

Student 8*

Student 9

Student 10

Student 11

Student 12

Student 13

Student 14

Student 15

Student 16

Student 1~

Student 3~

Source: Posttest, see Appendix B ~ Student was compared to the rest of the class * Student was absent on the day the test was administered Three Student Analyses I chose to compare students 1, 3, and 17 scores to the rest of the class. Student number one received ninety percent on his posttest. Student number three received

Student 17~

Student 18

one hundred and one percent on the posttest. Student number seventeen received fifty percent on the posttest.

Morning Class Student's Score on Postest


12 10 8 6 4 2 0 ELL High Learners Whole Class Struggling Learners

Student 8*

Student 2

Student 4

Student 5

Student 6

Student 7

Student 1~

Student 3~

Student 9

Student 10

Student 11

Student 12

Student 13

Student 14

Student 15

Student 16

Source: Posttest, see Appendix B ~ Student was compared to the rest of the class * Student was absent on the day the test was administered Three Student Analyses In the afternoon class, I chose to compare students 1, 5, and 16. Student number one received one hundred percent on his posttest. Student number five received one hundred percent on his posttest. Student number sixteen received fifty percent on his test.

Class Analysis Below is a chart that shows the students progress from the pre-test to the posttest. It was interesting to see how much the students improved from the pre-test to the

Student 17~

Student 18

post-test. Most of the students improved from pre-test to post-test. There were three students absent for the pretest. There were five students absent for the posttest. Three Student Analyses In the morning class, I compared students number one, three, and seventeens scores to the rest of the class. Student number one passed the pretest and did not have to take the posttest. Student number three went from forty percent to one hundred and ten percent. Student number sixteen did not improve his score.

Morning Class Pre- Test V.S Post- Test


12 10 8 6 4 2 0 Pre-Test Post-Test

Source: Pre-test , see Appendix B * absent for post test ~ student was compared against the class, H high level learners, L low level learners, E ELL student Class Analysis Below is a chart that shows the students progress from pre-test to the post-test for the afternoon class. It was interesting to see how much the students improved from the pre-test to the posttest.

Three Student Analyses I compared students number one, five, and sixteens scores to the rest of the class. Students number five and sixteen improved their score. Student number one received one hundred percent on the pretest and was not asked to take the posttest. Student number five went from eighty percent to one hundred percent on the posttest. Student number sixteen went from twenty percent to fifty percent on the posttest.

Source: Pre-test , see Appendix B * absent for post test or pretest ~ student was compared against the class, H high level learners, L low level learners, E ELL student

The chart below shows the incorrect and correct responses of the pretest. Key:
Correct Response Incorrect Response Student Being Compared to Class Blank X ~

A.M Social Studies Pretest 1~ 2 3~ 4 5 6 7 8 9 10 11 12 13

Q1

Q2

Q3

Q4

Q5

Q6

Q7

Q8

Q9

Q10

Total

X X

X X X

X X

X X X X X X X X X X X

X X X X X

X X

X X X

X X X

X X X X

X X X X X

X X

X X X X

X X

9 4 6 6 6 7 7 7 7 6 7 3 6

14 15 16 17~ 18 # of problems missed

X X X X 15

X X X X 14

X X X X 5

X X X X 10

X X X X X 9 5 3

X 3

X 6

X 5

5 5 9 5 2 52%

Source: Pre-test , see Appendix B Question Breakdown Question 1: 15/18 of the students answered the question correctly Question 2: 12/18 of the students answered the question correctly Question 3: 3/18 of the students answered the question correctly Question 4: 4/18 of the students answered the question correctly Question 5: 13/18 of the students answered the question correctly Question 6: 13/18 of the students answered the question correctly Question 7: 8/18 of the students answered the question correctly Question 8: 9/18 of the students answered the question correctly Question 9: 13/18 of the students answered the question correctly Question 10: 15/18 of the students answered the question correctly The bar graph below shows the percent of correct responses on the pretest

Morning Student Scores


Whole Class 90% 70% 70% 70%70% 60% 60%60% 40% 30% 20% 60% 70% 60% 50% 50% 50% ELL Students Struggling Learners High Learners 90%

Source: Pre-test , see Appendix B Class Analysis There were two students who received forty percent. There were four students who received seventy percent on the test. There were four students who received sixty percent on the test. There were three students who received fifty percent on the pretest. There were two students who received forty percent on the pretest. There were two students who received thirty percent on the pretest. There was one student who received twenty percent on the pretest. The class received fifty two percent on the pre-test. Student Comparison

Boys vs. Girls

44% 56% Boys Girls

This chart shows that the girls did better on the pre-test than the boys did. Three Student Analyses There were three students that I chose to compare scores with each other. The first student is a male. He is a high level learner. He is not considered a GATE student. He scored ninety percent on his pre-test. The next student I compared scores with is a female student. She scored sixty percent on her pretest. The last student I compared scores with is a male. He is a struggling learner. He scored fifty percent on his pretest. Pretest (student analyzed)
Student # M/F 1M 3F X X X X X Q1 Q2 Q3 Q4 Q5 Q6 Q7 Q8 Q9 Q10

17M

Student #1 scored 9/10, student #3 scored 6/10, #17 scored 5/10 on the pretest. Post-test
Student # M/F 1M 3F 17M X X X X X X X X Q1 Q2 Q3 Q4 Q5 Q6 Q7 Q8 Q9 Q10 Bonus

Source: Post-test, Appendix A student #1 scored 90%, student #3 scored 110% , and student #17 scored 50%
120% 100% 80% 60% 40% 20% 0% Student 1 Student 3 Student 17 Pre-Test Post-Test

From this data, I found that the high learner (student 1) did not improve his score. He doesnt know what the Utah state flag looks like. I found that student three made big improvements from her pre-test to post-test score. She got the bonus question

right. I found that student number seventeen did not improve his score. He still needs help labeling and listening to directions. Three Student Analyses I think that the high learner could have benefited from having me read the question slower. I was shocked when I saw student number threes results. I could not believe that she did so well on the test. Student number seventeen could have benefited from having a longer time to take the test. I forgot to give him more time. He could have benefited from taking the test the day before. Class Synthesis As I look back on the day this assessment took place, there would be some changes I would make to help my students succeed. I dont think that I will ever give a kindergarten a test on a Friday. It was a busy day and there were some students who did not listen to directions. I really liked having the bonus question on the test.

Reflection and Self Evaluation DM1 Diversity I believe that it is very important for teachers to connect the curriculum to the topic they are teaching. One of the different ways that I connected the to my students culture was to explain that America is filled with people from different countries. DM2 Effective Pedagogy I used technology in every lesson I taught. I used a website called Brain Pop Jr for the most of my lessons. I used this website because it gave students valuable information about the United States. On this website, there are short videos that teach young students about different topics. It also introduces vocabulary for the lesson. I used this technology because I was able to have the students complete an online quiz after the short video. I also played short little clips about the Pledge of Allegiance on YouTube.

DM3 Subject Matter Before I taught my unit, I did a lot of research about the American symbols. I learned about what the colors of the American flag represent. I learned about the Statue of Liberty. I researched information about the liberty bell. I looked at different songs to teach my students. I learned about flag etiquette.

DM4 Environment

I believe that the best way to create a safe classroom environment is to make sure that everyone is giving respect. When a student was talking and others around them were not listening, I asked the student to wait. I had my students work together to talk about different things. I believe that the best way to create a safe environment is to get students talking with each other. I will often have my students give complements to each other for assignments they have done. DM5 Reflection The data I collected from my Teacher Work Sample has really helped me understand that you cant always predict outcomes. I thought that the students in my afternoon class would all get the bonus question right. The results show however, that the morning class had three students get the bonus question right.

DM6 Teaching Dispositions I have learned many things by doing this Teacher Work Sample. My confidence has grown since I began student teaching. I am no longer nervous when my supervisor observes me. I have learned to love kindergarten. I have found that my strong relationships I have built with others has helped me to have a successful student teaching experience. I love talking with my students parents. I enjoy working with my mentor teacher. It was amazing to see how quickly we began working as a team. My students all know that I love them ,and they all come to school excited to learn.

Appendix A Katie knight(2014). American Symbols ELA& Math Pinterest.com and Teachers Pay Teachers. Retrieved from http://www.teacherspayteachers.com/Product/American-Symbols-BUNDLEInformational-Reading-Art-and-andso-much-more. ( unknown author) (2013) Roadrunner Clipart Retrieved from www.clipartbest.com. (unknown author) (2010) Flag of Utah. Retrieved from https://en.wikipedia.org/wiki/Flag_of_utah (unknown author) (2011) Hero. http://www.123rf.com/clipartvector/superhero.html

Appendix B&C can be found on my e- portfolio.