Iowa Teaching Standards and Criteria:

Standard Three: Planning

Demonstrates competence in planning and preparing for instruction.

Model Criteria-The Teacher:

a. Uses student achievement data, local standards, and the district curriculum in planning for instruction.

b. Sets and communicates high expectations for social, behavioral, and academic success of all students.

c. Uses student’s developmental needs, backgrounds, and interests in planning for instruction.

d. Selects strategies to engage all students in learning.

e. Uses available resources including technologies, in the development and sequencing of instruction.

Evidence at Dunkerton Elementary School: Special Education 1. Second grade- Contractions (2-3)2. Fourth grade- Multi-syllable words (4-5)3. Lesson that includes pre and post test data (6-14)

Evidence at Dike Elementary School: First Grade 1. Science Lesson on Air (15-17)

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Lesson Plan: Contractions Name: Ms. BoyerSchool: Dunkerton Elementary School Grade Level: 2nd

Small groups- 20 min.# of Ss: Between 6-9 students

IC: 2.L.2.cDemonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing Use an apostrophe to form contractions and frequently occurring possessives.

Objective: (condition) (audience) (behavior verb) (degree)Second grade students will be able to identify, form, and take apart contractions by using the fold-ables with 75% accuracy.

Purpose:The purpose of this lesson is to teach second graders how to identify contractions, form contractions, and take apart contractions.

____________________________________________________________________________Anticipatory Set:

I will begin the lesson by playing a video about contractions. It will be a rap that’s upbeat and interactive for the students to get up and moving and get excited about contractions.

I then will use the projector to show a list of contractions and asking the small group what they know about contractions. If students do not come up with anything, I will ask them what they see on the board and what they notice about each of the words (an apostrophe).

Next, I will have students write down the lessons contractions: I’ll, she’ll, he’ll, you’ll, I’m, we’re, you’re, she’s, he’s, that’s, isn’t, hasn’t, didn’t, and we’ve. I will show the students the contraction and the two words that form the contraction and how to take apart the contraction up on the board. For example, with the contractions ending in ‘ll, I will show how to drop the letters in between and add the last two l’s from ‘will’.

From there, we will get a start on our contraction foldables, which will show the two words and then how to form it into a contraction.

Modeling (I can): I can write down the words with the students and show them how to make two words into a contraction.

Check for understanding-Checking students writing and making sure it is correct. Also, giving a thumbs up if

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they understand, or thumbs down that they don’t.

Guided Instruction (We can): We can together construct our foldables to show the two words, than folding it over to show the contraction.

Check for understanding-Check to see if students are gluing the correct endings to the words and being able to identify the words.Reteach (if needed)-If needed, I will go over how to form and take apart the contractions.

Independent Practice (You can): Students can practice writing a contraction, then checking their answer with the created foldables.

Closure: The teacher will wrap up the lesson by having students explain what a contraction is and how to form it (dropping of what middle letters).

Assessment: None. Observe students understanding.

Enrichment/Extension/Modification: Enrichment: Give student more words that were shown on projector to write and practice forming and taking apart.

Extension: Continue the lesson by giving the students worksheets to be able to identify different contractions.

Modification: Have student focus on half of the words and really understand how they form and being able to identify what a contraction is.

Materials: Maker and white board Fold-ables Projector List of words Contractions video (https://www.youtube.com/watch?v=ar58NnHb1rk&t=2s )

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Lesson Plan: Consonant –le Syllable Name: Ms. BoyerSchool: Dunkerton Grade Level: 4 # of Ss: 3

IC:RF.4.3

Know and apply grade–level phonics and word analysis skills in decoding words.

a. Use combined knowledge of all letter–sound correspondences, syllabication patterns, and morphology (e.g., roots and affixes) to read accurately unfamiliar multisyllabic words in context and out of context.

Objective: (condition) (audience) (behavior verb) (degree)Fourth grade students will be able to identify the consonant le words in a group of nonsense words with 80% accuracy.

Purpose:The purpose of this lesson is to work on multi-syllable words and identifying the different sounds.

____________________________________________________________________________Anticipatory Set:

The teacher will begin the lesson by reviewing the sound of the syllable –le. Then to recognize consonant –le syllables by doing flash cards. Recognize and

say the nonsense word aloud. Students should know the consonant –le sound, and sound out the beginning of the word. Some sounds (open, closed, silent e, or vowel team) has already been taught.

After going over all the flash cards and determining consonant –le words and reading them, the students will go to the second page of the packet and complete step 3, level 1 section. This has them underline the vowels in the nonsense word and find and mark the syllable division with a vertical line. The students are looking for consonant –le and the line goes before that.

After, the teacher will review their work and go over the answers they got wrong.

Modeling (I can): Now that we know how to identify and read closed, silent-e, open, vowel team, and consonant –le syllables, we’ll use that knowledge to read two-syllable words that have the syllable types we have learned. I will show students to touch the vowels of the nonsense word and underline them. I will then model finding the consonant –le and show the dividing line. I will then pronounce the first syllable in the nonsense word. Pronounce the second syllable, then I will put the two syllables together.

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Check for understanding-I will check for understanding by going over another word with the students, but them telling me the steps.

Guided Instruction (We can): We can read two-syllable nonsense words together. We will go through the flashcards, speaking one at a time, by finding the vowels and the dividing line (consonant –le). Then, they will pronounce one syllable at a time, finally they will put the syllables together to make a nonsense word.

Check for understanding-Check to see if they know where the vowels is and where the dividing line is.Reteach (if needed)-Going back over the consonant –le words and what they sound like. Re-teaching where that dividing line would be in the two syllable word.

Independent Practice (You can): Each student will independently work on step three of the worksheet, under level one. Students will underline vowels and draw a line to divide the syllables.

Closure: Review students worksheets with them and show them some of their mistakes (if any). Some tricky ones are consonant –el, which is not the same as consonant –le.

Assessment: Have students pick a column of nonsense, multi-syllable, consonant –le words. Students will read these words aloud, pronouncing the syllables correctly using what they have learned in this lesson and past lessons.

Enrichment/Extension/Modification: Extension- Have students continue on to level two, if they have mastered level one.Modification-

Materials: Worksheet Flashcards Pencil/highlighter

Lesson Plan: Point of View

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Name: Ms. BoyerDate: 1-24-18Subject: ReadingSchool: Dunkerton Elementary School Grade Level: 5th # of Ss: small groups

between 3-5

IC: R.L.5.6Describe how a narrator’s or speaker’s point (perspective) of view influences how events are described.

Objective: (condition) (audience) (behavior verb) (degree)Fifth grade students will be able to identify what is happening in the picture and put it into different points of view (first person, second person, third person, and perspective) by creating their own story looking at a picture with 90% accuracy.

Purpose:The purpose of this lesson is to review perspective and point of view and be able to create these things by looking at a picture.

Prerequisite Skills:

Anticipatory Set: The teacher will begin the lesson by reviewing the point of view anchor

chart made the previous day. The teacher will make sure students know what each POV means and being able to identify key pronouns. (3 minutes)

The teacher will then have a picture projected onto the board. The students will take a moment to look at the picture and think of the different points of views and perspective that the picture shows. (1 minutes)

The teacher will draw an anchor chart around the picture using: 1st person, 2nd person, 3rd person, and perspective. The teacher will model this anchor chart and ask students later to create an anchor chart that works the best for them to complete their own picture. (12 minutes)

From using what the students talked about from the picture, together we will fill in the 1st person, 2nd person, 3rd person, and perspective part of the chart. We will look at our POV anchor chart to make sure we are using key pronouns. (1 minute)

Once the students understand all four components of a picture together, the teacher will hand each student a different picture. The student’s job is to create an anchor chart (can be the same as the teachers, or different) and identify 1st person, 2nd person, 3rd person, and perspective within their own picture. (5 minutes to get started on their own picture)

Modeling (I can):

See attached sheet for all prerequisite skills and future skills under this standard.

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The teacher will model how to make an anchor chart with : 1st person, 2nd person, 3rd person, and perspective.. A picture will be projected onto the board and the anchor chart will be built around it. The teacher will model what is happening in the picture and what POV and perspectives can be seen. The teacher will take students answers from what they see from the picture to complete an anchor chart for POV and perspective.

Check for understanding-Ask students what key words they should be using within: 1st person, 2nd person, 3rd person, and perspective.

Guided Instruction (We can): Together we can construct an anchor chart around the picture. We will all have ideas about the different POV and perspectives that are going on in the picture (there is really no wrong answers).

Check for understanding-Ask students what key words they should be using within: 1st person, 2nd person, 3rd person, and perspective.Reteach (if needed)-Going back over the key words that are within first, second, and third person. Talking about what the definitions are for each POV and how we can create stories using only one picture.

Independent Practice (You can): Students will independently work on their own picture. Students will show what they learned from the lesson, which is first person, second person, and third person point of view.

Closure: To wrap up the small group lesson, the teacher will have students turn in what they have got done so far and depending how far they have gotten, the next day will be used to review and finish.

Assessment: Informal assessment: Looking over students work with their pictures. The teacher will look for their understanding of what is going on in the picture, if the student is using the correct POV, and looking for the key pronouns discussed in the lesson.Questions will be asked while they work on their projects:

1. What is the pronouns I am looking for in the first person point of view?2. What is the pronouns I am looking for in the second person point of view?3. What is the pronouns I am looking for in the third person point of view?4. How many perspectives are in your picture? (Rephrasing if necessary: how

many people are in your picture and how does that relate to how many

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perspectives?)

Enrichment/Extension/Modification: Enrichment: Have students use all pictures and rotate to write on every anchor chart, making sure students are writing on all different points of views.Extension: Have students share what they wrote down in each section and talk about the key words they used. This way student’s get to see their peers perspective and creativity from the picture. Then, the teacher can further explain perspective and how even though four different students did the same picture, their perspectives are different.Modifications/Accommodations: Have the student’s explain what is happening to the teacher and having the teacher write down the student’s thoughts on the perspective of picture and the POV.

Materials: Paper- the paper will be either colorful, lined, or basic computer paper. The

students will get to chose which one they would like to work with to create their own graphic organizer.

Pencil/markers- students will decide which they prefer to write with on their graphic organizer they created.

Picture- the teacher will have students draw a picture from his/her hand. The pictures include: two parents with a kid riding a bike, a man fishing, a mom with her daughter at the doctor, two gymnast on a balance beam, and a soccer player about the score a goal.

Projector- This will be used to display an example picture, being a family of four eating dinner.

White board and marker- this will be used by the teacher to write down the perspective of the projected picture, the first person, second person, and third person point of view.

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Pre and Post Test Objective: Fifth grade students will be able to identify point of view, perspective, key pronouns, a villain, and a hero from a fairy tale read aloud to the students with 100% accuracy on the post test. Pre-Test:

Explain to the students what is happening. The teacher will state, “I am handing out a pre-test that will not be graded, but I want you to do your best. Do not ask me any questions about what anything means. This is for me to see what you do know about point of view, perspective, key pronouns, a villain, and a hero. I am going to read you a fairy tale with a twist. The fairy tale I chose for the pre-test is “The Little Mermaid.” I want you to listen to the story and fill out the test as I read and I will allow you time to finish it afterward.” Once the test is completed, explain to students that over the next unit they will be talking about point of view and perspective. During whole group we will have lessons over point of view and perspective taught by Mrs. Gorman or myself.

Explain to students after a series of lessons they will take a post-test, of the same format as the pre-test, to accurately show what they have learned. Their post-test should show improvement from your pre-test.

Post-Test:

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Teacher: “We have learned about point of view over the last couple of weeks. We have learned what point of view is (first person, second person, and third person) and perspective. We have also talked about the key pronouns used in each of the three points of views. Lastly, we have discussed how the perspective changes the villain and hero of the story. Today, we will be taking the post-test for point of view.

Teacher will hand out test and then read the story Jack and the Beanstalk aloud. Students once again will fill out the test as the teacher reads and will be allowed time to finish the test once the story is over.

Students who were ill during the time of the post test, made up the post test with me in a small group setting. They received the same instruction given to the whole group.

Student Pre-Test Post-Test

1 1/5 5/5

2 1.5/5

3 0/5 5/5

4 1/5 3/5

5 .5/5 4.5/5

6 2/5

7 2/5 2.5/5

8 2.5/5

9 2/5 4/5

10 0/5 5/5

11 4.5/5 4.5/5

12 2/5 5/5

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13 1/5 2/5

14 1/5

15 2.5/5 5/5

16 2/5 2.5/5

17 1/5 4.5/5

Pre-TestMean Median Mode Range Standard

Deviation

1.56 1.5 1&2 0-4.5 1.088

Post-TestMean Median Mode Range Standard

Deviation

4.205 4.5 5 2-5 1.031

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Reflection:

Successful:Based upon the data I received from my Point of View pre and post-test, all

students improved. Some of the successful things I found when working with this specific lesson is really going over the anchor chart we made. That was helpful and got their minds going in the right direction. This was a starter lesson to see what the students know and where I needed to direct my teaching for future lessons. After this lesson, I realized their background knowledge of point of view was not that great (I also noticed that from the pre-test). What was successful about this lesson was seeing the student’s imagination and creative side come out. When talking about perspectives, they came up with some crazy stories to go along with their picture. It was also successful for me as a teacher to think on my feet. This lesson was done in small groups, so when a group would come in I would adjust to what happened with the prior group, or even just knowing the students and what instruction should look like for them. A successful thing that has happened over the whole Point of View unit was seeing the improvement the students made. Unsuccessful:

Like any lesson, there are some unsuccessful things that happened. What was unsuccessful about my lesson, I would say was the behaviors that happened and how to handle them. Some students were saying that a person kicking a soccer balls perspective was something about a beach and pet rhino. I think I could of handled that behavior a little better than what I did. I could have dialed the students back and remind them what the purpose of the lesson is and to take it seriously. An unsuccessful part of the whole unit was the instruction and time limit to teach point of view. I am currently in a special education setting with fifth grade co-teaching. I decided to do my pre and post-test in the fifth grade classroom, because it made the most sense. I have struggled with co-teaching at this placement, because it is not true co-teaching. Point of view was not being taught properly during whole group, which led to this unit being longer than planned. If I could have structured it differently, I would have had it planned day by day of what exactly was to be taught. Area of Improvement:

The area of improvement I need to work on within this lesson that my cooperating teacher and I talked about is when I give positive feedback, be more elaborate of what that feedback is. Instead of saying “yes good job”, I could give a specific reason why they did a good job. The article I found is 5 Research-based Tips for Providing Students with Meaningful Feedback. The article gave very helpful tips that I can use, like being specific and being immediate, for my future lessons and teaching. Student Development:

The lesson impacted the students intellectually by using Bloom’s Taxonomy pyramid and using the highest, creativity. They are also using depth of knowledge. Students had to think and be creative with the picture they received.

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Lesson Plan:Name: Ms. BoyerSchool: Dike Elementary School Grade Level: First

Grade# of Ss: 20

IC:PS1.ADifferent kinds of matter exist and many of them can be either solid or liquid, depending on temperature. Matter can be described and classified by its observable properties.

Objective: (condition) (audience) (behavior verb) (degree)First grade students will be able to use their prior knowledge about air and explore and discover air using their own baggie.

Purpose:The purpose of this lesson is to introduce the properties of air and have the students explore what air is through an experiment.

____________________________________________________________________________Anticipatory Set:

1. Have the students at their desk and have them draw a picture of what they know about air. This will be used as a pre-assessment.

2. After the pre-assessment, have students come up to the carpet and look at a bag that contains objects. The teacher will one by one, take out the objects in the bag as students are telling what is being taken out. The teacher will then ask if there is anything else in the bag (air).

3. Next, the teacher will go over the ground rules of not blowing through the straws on their neighbor, or letting the air go in the balloon. Then, the teacher will send the students back to their desk to do some investigating/exploring of their own about air. It is important to give students little to no instruction to really have them discover on their own.

4. Once students have explored and discover all air can do, have students put away materials back into their baggie. Then, call them up to the carpet to discuss what they discovered about air.

5. After their input on air, the teacher will explain that air is a form of matter. There are three kinds of matter: solids, liquids, and gases. Air is an invisible mixture of gases. Some discoveries they should have made:

Air can move things from one place to another Air can fill up a plastic bag which cannot be smashed flat without you letting

the air out first You can feel it when you blow through the straw onto the back of your hand.

6. The teacher will then create a word chart to use during their unit of air and weather. The closure will be a few key points from the experiment that went really well (behavioral type of things) and then students will go out for recess.

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Modeling (I can): The teacher will model all the contents in the baggie. The teacher will also model a safe learning environment and working with materials correctly.

Check for understanding-The teacher will check for understanding by asking what is left in the bag and reminding them of their pre-assessment.

Guided Instruction (We can): Together we can explore different objects and how they interact with air. We can go over safety rules and also build our word chart together. Together we can make discoveries about air.

Check for understanding- Letting the students discover on their own is important, but to check for understanding as students when you ______ then what______. For example when you blow air through a straw, then what happened?

Reteach (if needed)-Reteaching will not need to happen during this lesson, unless it is reteaching rules and expectations.

Independent Practice (You can): Students can discover what air is and what it does through the experiment. They will be provided different materials to see how air moves in different ways.

Closure: The teacher will wrap up the lesson by hearing what students and peers have discovered and also, create a word chart for the following lessons.

Assessment: There will be a pre-assessment to see what students prior knowledge about air is.

Enrichment/Extension/Modification: Extension: Having students draw and write what they learned during the experiment.

Materials: Each student will have:

1 L, zip lock baggie 1 feather 1 plastic foam ball 1 half flexible straw

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cotton ball 1 balloon 1 piece of scratch paper

For the class: 4 balloon pumps

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