Lesson Plans: For my Teacher Work Sample, I was required to create, plan, and facilitate 5 lesson plans.
My lesson plans consisted of two Math lessons (probability/elapsed time), two Science lessons (push and pull/rapid land changes), and one read-aloud/social studies lesson (pre-civil war/slavery) The first Math lesson focused on students determining the probability of a certain scenario using the terms likely, unlikely, certain, or impossible. The second Math lesson was a review of telling time and calculating elapsed time. The first Science lesson reviewed slow land changes and introduced rapid land changes such as landslides, floods, earthquakes, and volcanoes. The second Science lesson had students experiment the effect that a push or pull and its force has on an object. The Social studies lesson, which is also my "showcase" lesson, had students compare and contrast two books about Slavery and exercised students comprehension skills. A lesson observation/conference form (LOCF) completed by Dr. Horton is attached as an artifact for this lesson. All lessons satisfy the EEDA Standard 4 which states that Students will demonstrate a positive attitude toward work and the ability to work together. Communication with a partner or another classmate is required in all of the lessons mentioned above. A copy of each lesson plan is attached under the subpages. Technology: I used the same form of technology in all of my lessons. The Smart Board was integrated into each lesson. I demonstrated a PowerPoint presentation for three of the lessons. I also used the Smart Board to show pictures as my hook for one of the lessons. Activity Analysis: Probability Lesson (Lesson Two) Activity: During this math lesson, I began by presenting a power point with the terms on the Smart Board. I had the students tell me what they thought the terms meant before proceeding with the actual definition. Next, I placed signs around the room, labeled likely, unlikely, certain and impossible. I read a scenario to students that would either be likely, unlikely, certain, or impossible and I demonstrated what kind of dance move I would like them to do for each scenario. They had to choose the probability of that scenario and dance to that sign. The students thoroughly enjoyed the dance integration in this lesson. Because most of my students are tactilekinesthetic learners, they had a lot of fun learning about probability and gained a lot from this activity. To conclude the lesson, I had them go back to their seat and write down a sentence using each term in their Math Journal. These instructional strategies supported the lesson objective because students were required to think critically and determine the best answer for each scenario using the terms unlikely, likely, certain, and impossible. I made sure that instructions were clear so that ADHD students stayed on task. Slavery Lesson (Lesson Five) Activity: During this lesson, I began by showing the students two pictures of slaves on the Smart Board. I asked questions about the pictures such as, Who do you think these people are? and What makes you think that they are Slaves?. Next, I told them to write down three things in their Social Studies notebooks that they already know about slavery. Once each student was finished writing in their notebooks, I allowed for them to share what they had written. Next, I called each student to the carpet and introduced my first book. I read the first book, stopping to assess that they were paying attention by asking questions. Once I was done reading the first book, I had two students pass out a clipboard with two worksheets on it. I had students complete the first worksheet that consisted of three comprehension questions about the first book. I walked around to observe students working during this time. Next, I called the class back together and we reviewed the first sheet. Then, we flipped to the next worksheet, a Venn Diagram, and I had students tell me what a Venn diagram is used for. Before introducing my next book, I told them to be looking for similarities and differences. I read the second book, again, stopping to ask questions. Once I was finished reading the second book, I demonstrated a Venn diagram on the whiteboard, labeling each side. I then had students
turn to their partners and begin working together to fill out the Venn Diagram. Once each group was finished working, we filled out my Venn diagram on the board together. During this time, I asked questions to assess their comprehension of the two books. To conclude the lesson, I sent students back to their seats to add one thing to their list that they have learned about slavery. I collected the two worksheets and their Social Studies notebooks. Because this lesson requires students to work together, I had to make sure that directions were clear and expectations were stated so that ADHD students stayed on task. Partners were also assigned to each other for the same reason.
