Teacher Candidate Crystal Salgado PA # 1

Site Coordinator Ms. Emily Day Subject: Science

S POP Cycle Requirements

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1 x▢ Schedule your PA time on the PA calendar

. x▢ Communicate directly with your Site Coordinator and Mentor Teacher to schedule the three (3) portions of the
I Performance Assessment process (1. Pre-conference, 2. Observed lesson delivery, & 3. Post conference: A.K.A. ‘POP Cycle’)
D Complete the following scheduling chart for your records:
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a DATE TIME LOCATION
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e PRE-CONFERENCE 9/23 3:00pm-3:30pm zoom
s (Set by Site Coordinator)
a PA LESSON DELIVERY
n 9/29 11:45-12:30pm zoom
d POST-CONFERENCE
10/6 11-12pm zoom
t (Set by Site Coordinator less than
i 48 hours after lesson)
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x▢ Identify the standard/content for your PA lesson

2 ▢ Use the lesson plan template and backwards design to plan your lesson CLICK HERE
. TTAT Lesson Plan Template
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l Date: Subject/Grade Level: Science/3rd Grade
a
n Teacher: Crystal Salgado
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P Standard(s): https://tea.texas.gov/curriculum/teks/
r TEKS Number (Standard): 3.5
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p Knowledge and Skills Statement: 3.5A Measure, test, and record physical properties of matter, including temperature, mass,
a magnetism, and the ability to sink or float;
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Language Objectives (ELPS): clear, student-friendly statement language processes or skills in one language domain used during the lesson.
http://ritter.tea.state.tx.us/rules/tac/chapter074/ch074a.html

Objective/Central Focus (measurable and aligned with the standard)

We will be able to measure the physical properties of matter magnetism.

Formal Assessment (Pre/Post Assessment) (5 – 8 minutes max at the end of the lesson)
(Embed an image of the assessment here)

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Informal Assessments
What essential question will you pose within the lesson to guide students in thinking about the content? (Check for Understanding)
What strategy will you use to engage students in processing the questions? (i.e. Stop and Jots, Turn and Talks)
What written and oral feedback will you provide to students to encourage mastery?

Students will be asked to name an object they believe will be magnetic. Explain why they picked that object.

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Sub-skills/Related Skills (Consider that students are moving from Basic to Complex):
that are the prerequisite skills necessary to meet the skill/strategy required within the objective?

Key Academic Language

What is the key language demand? What academic language will you Materials Needed for the Lesson:
teach or develop? What are the key vocabulary words and/or
Opening: Computer, access to Bland
symbols?
Language Function: Evaluate
I Do: Computer
Key Language Vocabulary: Magnetism, magnets,
We Do It Together: Computer, white board, expo marker
attract, repel,
You Do It Together: Computer , white board, expo marker, home objects
Language Syntax:

Closing: Computer, internet, blend,

Language Discourse:
You Do It Alone: Computer, internet, blend

Opening/Activating Thinking

✏️Script everything that you will say and do (Must include scripting for each component of HOPE):
Hook: How will you activate student interest and curiosity?

Teacher (T): “Welcome back boys and girls! I hope that everyone was able to have a lovely lunch. (Teacher will monitor for two
more minutes to see if any other students are in the waiting room) T: “How many of you have magnets in your refrigerator? “ S:
“I have a carrot that is stuck to my refrigerator. T: “Have you wondered why that carrot is able to stick to your refrigerator?” S:
“No!” T: “The reason your magnet carrot is able to stick to your refrigerator is because of magnets.”

Objective: Today’s lesson will be learning how to measure the physical properties of matter, specifically matter magnetism.”
Prior Knowledge: How will you connect to previous learning?
You have been figuring out different physical properties to help classify and identify different kinds of matter, Today we are going to add a new way to
classify matter. Is it soluble in water or not?

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T: “Thinking about yesterday's lesson, we learned two new vocabulary words: repel and attract. Sebastian, can you name an
example of repel. ” S: “ It’s when two objects push apart. Just ;like my relationship with vegetables. I will not get close to them
at all there gross” T: “You are correct! Sebastian, thank you for sharing out. I really hike how you gave the example of your
relationship with vegetables. “ “Estrella can you give me an example of the word attract.” “S: The love that I have for my
mom.” T: “Estrella wonderful example of extract. I really loved the connection you made of the word attract and mom.”

Expectations: How are you setting behavioral and academic (review of the agenda/the plan for the learning) expectations for the lesson?

T: “Now let’s look at our agenda which will help guide our learning from today. We just finished our Connection Activity. Now
that we refreshed ourselves of our new vocabulary we can move forward. I will go ahead and present my slide of what
magnetism is and how we can determine if an object is magnetic. You will also have time to explore for items around your
house that you think can be magnetic. You will also explain at the end why you believe those items are magnetic using the
information that we will cover in today's lesson. Remember that when I am speaking I want everyone to keep their eyes on the
screen. If you have a question write it in the chat or wave at me. I will stop to take some time to answer any questions or slow
down if I am going too fast. Now let’s dive in!”

Direct Teach - (Information Needed for Context/Reference)

Thought (Guiding) Questions to Consider:
❏ What is the essential question for the lesson?
I DO ❏ What is the crucial information needed for mastery of the objective? (building schema: vocabulary, formulas, videos, article, anchor
charts, visuals)
(Teacher Only)
Direct Teach & Model ❏ How will you explain all knowledge/skills required of the objective?

W- Writing
I-Inquiry
✏️Script everything that you will say and do:
C-Collaboration
O- Organization
T: “Today we will be discussing magnetism. But before we can begin let’s take a look at the screen can
R- Reading
anyone we have two new vocabulary words that we will be discussing today. North pole and south pole at
the end of two magnets that are the most concentrated. (Pull up a picture of the north and south pole. Before
we move forward, think about what would happen if we connect two north poles to one another. What do

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you think would happen? Also think about what would happen if we connect the south and north pole
against each other. What do you think would happen?

Model (Think Aloud) - (Teacher Demonstrates How to Apply Thinking (based on the objective skill) to an
Example)
Thought (Guiding) Questions to Consider:
❏ How will you demonstrate (model) the knowledge/skills required of the objective by using processing steps or processing questions?
❏ What do you want your students to focus on as you model?
❏ What steps/questions are you going to show/ask the students?
❏ What process/guiding questions are you going to ask to guide the students? .

✏️Script everything that you will say and do (Must include scripting for each component of STQ):
S - Set the Focus for your model (Focus Statement):
T:”We are going to go over different objects and discover whether they are magnetic or not.“
T - Thought Questions that you will ask yourself or Steps that you will follow as you Think Aloud (Process Steps):
T: “The first thing I am going to do is in my paper slit it in half and write on one side magnetic and on the
other non magnetic. Then observe the first object that I have pulled up. The first object I see is a bolt. What I
know about bolts is that they are made up of metal. Any item that is made up of metal is magnetic. Now that
I found out that the bolt is magnetic I will write it down on my paper. Next I will look at my next item and I
noticed that it’s a rubber duck. I know that the rubber duck is plastic but when I use the magnetic against the
duck it is not attracting one another. Then I can conclude that the rubber duck is not magnetic and write it
down on my paper. Next you will watch a video on your blend account and answer some questions about
magnetism.
Q - Questions you will ask to check for comprehension (Step Out Questions)

T: “Next I want you to use the same whiteboard that you split down the middle. You will be watching the
video that is posted up on Blend and list the following objects down if they are magnetic or non-magnetic.
What are you going to do during your asynchronous?” S: “We are going to log in to Blend and watch the
following video and write down whether an object is magnetic or non-magnetic.” T: “Great job! Yes, once
you have completed the activity you will come back and we will go over your list to see where you placed
the objects and why you placed them where you did.”

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 At this point, (depending on where you are in the unit) consider whether or not a teacher guided example is needed or your students are ready to
move to collaborative work? (T+S)
Thought (Guiding) Questions to Consider:
❏ How will you engage students in thinking about a second example with you?
❏ What questions or collaborative strategies will you use to engage students to allow for checking for understanding before moving into the
“You Do It Together?”

✏️Script everything that you will say and do:

T: “Can someone name the object I am holding up in my hand?” S: “It’s a water cup” T: “Yes, correct it is a
water cup. Can you tell me what the water cup is made up of?” S: “It’s a plastic water cup.” T: “You are right
it is a paper cup. Now want you to tell me if this water cup will be attracted to the magnet or repelled if I
place the magnet against it?”

Differentiation Strategy: Using the SAC (Student Achievement Chart)

Thought (Guiding) Questions to Consider:
❏ What accommodations/modifications will you include for specific students?
❏ How is your mentor teacher addressing required accommodations/modifications for specific students (based on IEPs/504s/informal and
formal observations)?
❏ Do you anticipate any students who will need an additional challenge?

We Do It
Students with IEPs/504 Plans
Together
(Teacher and
IEPs/504 Plans: Number of Students Supports, Accommodations, Modifications,
Students) Classifications/Needs Pertinent IEP Goals

W- Writing
I-Inquiry Example: Example: Example:
C-Collaboration ADD 2 Extended time during testing, small group testing
O- Organization
R- Reading

Students with Specific Language Needs

Language Needs Number of Students Supports, Accommodations, Modifications

ELL 7 Checking for understanding,

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 Students with Other Learning Needs including Advanced or G.T. Students

Language Needs Number of Students Supports, Accommodations, Modifications

Academic Feedback

Thought (Guiding) Questions to Consider:

❏ How will you communicate and model a brief portion of the behavioral expectations?
❏ How will you ask students to practice skill/content taught in the “I do” part of the lesson so that they have the support of you and other
students?
❏ How will you group or pair students to practice the skill/content taught?
❏ How will you use confirm, specify, question (CSQ) to provide academic feedback?

Consider MAD - (Model Reference, Apply & Actively Engage, and Directions)

✏️Script everything that you will say and do:

You Do It
Together T:” Now let’s look at our next activity that we will be working on together, you have 3 minutes to pick an
(Collaborative item around your house and bring to your seat. We will cover each of your objects and work on finding out if
Activity)
the item is magnetic or non-magnetic. If I have the item I will use my magnet against the object and you will
W- Writing
I-Inquiry
answer if the item is attracted to the magnet or repelling the magnet. Then you will write it down on your
C-Collaboration
O- Organization whiteboard.
R- Reading

Questions revisited:

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Closing Closing the Lesson Out:
Thought (Guiding) Questions to Consider:
How will you close the lesson with a student-centered approach?

✏️Script everything that you will say and do (Must include scripting for each component of SOAR):
Summary - How will you have students summarize their learning? What questions will you ask about the key learning?

T: “Today we went over magnetism. Can someone share out what one important key that they found interesting to takeaway? S:
“I learned that a magnet used against an object can either be repelled or attracted.

Objective - How will you revisit the objective in a student centered manner?
T: “Awesome! We learned to identify if an object is magnetic if it is attracted to one another.

Assessment - How are you measuring the student’s use of academic language within your assessment? How will your assessment assess both “meets” and “exceeds” level
students.

T: “You will complete an activity based on all the information we covered today. You will need to access Blend in order to
complete your assignment.

Reflect - How does this skill connect to other content areas? What is the significance of what was learned? How will this objective relate to students’ life (real world)?
T: “What three items are in your house that are magnetic? What tells you whether an object is magnetic or non-magnetic?

Here is where you deliver your post assessment.

Thought (Guiding) Questions to Consider:
❏ How will you communicate clear behavioral/work expectations?
❏ What will you be doing as students are applying the new learning?
❏ How will you ensure that little instructional time is lost when transitioning from the closing to the assessment?

✏️Script everything that you will say and do:

T: “Now that we have covered our lesson on magnetism. I want you guys to share out loud the two poles of a
You Do It Alone magnet. What does an object need to be in order to be magnetic?
(Post- Assessm
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Differentiation Strategy Using the SAC, (Student Achievement Chart)
❏ What accommodations/modifications will you include for specific students?
❏ How is your mentor teacher addressing required accommodations/modifications for specific students (based on IEPs/504s/informal and
formal observations)?
❏ Do you anticipate any students who will need an additional challenge?

Students with IEPs/504 Plans

IEPs/504 Plans: Number of Students Supports, Accommodations, Modifications,

Classifications/Needs Pertinent IEP Goals

Example: Example: Example:

ADD 2 Extended time during testing, small group testing

ELL 7 Work is provided in spanish

Students with Specific Language Needs

Language Needs Number of Students Supports, Accommodations, Modifications

Students with Other Learning Needs including Advanced or G.T. Students

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 Language Needs Number of Students Supports, Accommodations, Modifications

Planning Commentary: Answer each section below in great detail. (Change workding)

Describe the central focus you will teach in the learning segment.

Given the central focus, describe how the standards and learning objectives are addressed.

Explain how your plans build on each other to help the students make connections.

What evidence do you have that shows what students know, what they can do and what they are still learning to do?

What do you know about your students’ everyday experiences, cultural and language backgrounds and practices, and
interests?

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Based on what you know about your students, justify how your understanding of them guided your choice or adaptation of
learning tasks and materials.

Justify why your instructional strategies and planned supports are appropriate for the whole class, individuals and/or groups
of students with specific learning needs.

Describe common misconceptions and how you will address them.

Identify the language function that is within your central focus. (Highlight the language functions used within your lesson.)

Analyze Argue Categorize Compare/Contrast Describe Explain

Interpet Predict Question Retell Summarize

Identify key learning tasks from your plans that provide students with opportunities to practice using the language function
in ways that support the essential literacy strategy.

Describe how you plan to formally and informally assess your students.

I plan to pose questions to the students to ask them to make predictions as I do the experiment, there will be discussion
boards where the students explain what they have learned, and a quiz at the end of the week that covers all the
information they covered in the week.

Explain how the design or adaption of your planned assessments allows students with needs to demonstrate their learning.

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 With these planned assessments students with specific needs can work through the information on their own at their
pace and in their native language.

x▢ Complete the Student Achievement Chart (SAC) included below for the pre-assessment
x▢ Complete an exemplar assessment sample at the ‘MEETS’ level of mastery
x▢ Respond in writing to the pre-assessment reflection questions included below the SAC
(Note: This is a professionalism expectation.)
3 x▢ Refer carefully to the ‘What to Bring to the Pre-conference’ (CLICK HERE)
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4 x▢ Ensure recording devices (iPad/microphone) are charged and ready. Mount iPad on stand and ensure both candidate
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5 x▢ Collect ALL student work (summative assessment) for scoring and analysis
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x▢ Score student work and complete the post assessment column of the Student Achievement Chart (SAC) included below
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6 x▢ Upload video into Swivl cloud and share with SC using the naming convention (in group shared with SC):
. TClastnamefirstname_SClastname_PA#_SemesterYear
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e ▢ Self-score the NIET Rubric indicators below
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▢ Identify your self-selected areas of reinforcement and refinement by responding to all reflection questions with complete
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E *Be prepared to justify your selections based on:

v 1. Your recorded NIET rubric evidence
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t ▢ Respond to the Post-Lesson Reflection Questions.
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7 ▢ Refer carefully to the Post-Conference Preparation Expectations CLICK HERE

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▢ Upload your self-score and self-selected areas of reinforcement and refinement and reflective R+/R- paragraphs to TK20
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 Student Achievement Chart (SAC)
TEKS: 3.5Measure, test, and record physical properties of matter, including temperature, mass, magnetism, and the ability to sink or float;
Objective: We will be able to measure the physical properties of matter magnetism.
Evaluative Criteria Characteristics of Student Work in this Category Students in this Category
Pre Post
Exceeds Student can explain what objects are magnetic.
(include at least one student work Number of students: 0 2
sample from this category and Percent of Total class: 0 20%
label it “Exceeds”) Student understand what would happen when two Student Names: N/A Estrella
magnets of the same pole are facing one another. Raymond
Using their correct vocabulary.

Student can list objects that are non magnetic

Meets
Number of students: 0 2
Student can identify one object that is magnetic. Percent of Total class: 0 20%
(include at least one student work
sample from this category and
label it “Meets”) Student can list objects that are non magnetic Student Names: N/A Sebastian
Aliyana
Approaches
Number of students: 4 1
Student can identify one object that is magnetic. Percent of Total class: 40% 10%
(include at least one student work
sample from this category and
Student Names: Estrella Cayden
label it “Approaches”) Sebastian
Devin
Raymond
Falls Far Below
Number of students: 1 0
Student cannot identify what objects are attracted to Percent of Total class: 10% 0
(include at least one student work
sample from this category and
magnets. Student Names: Cayden N/A
label it “FFB”)
*5 students didn’t complete the pre-assessment & post assessment*

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Pre- Assessment Reflection: (Please type a response to the questions below and be prepared to discuss them
in the pre-conference.)

1. Describe common misconceptions and how you will address them.

Common misconceptions with magnets is that students believe that all objects are magnetic. I will explain to the students that
not all objects are not magnetic. Especially objects that are metal are considered non magnetic. Objects that are made from
iron, nickel, and cobalt are the only objects that are magnetic.

2. Describe how you plan to formally and informally assess your students.
Formally, the students will be assessed by taking a quiz at the end of the week. Informally, the students will be answering some
questions about the lesson that I presented to them. The questions will be posted on Blend.

3. Explain how the design or adaption of your planned assessments allows students with needs to demonstrate their
learning.
The planned assessments the student will be taking before and after the lesson are not going to be times. They will have the
time to answer their given questions and to think about the answers and apply what they’ve learned during the lesson.

Script The Lesson:

T: OK welcome bad boys and girls. I hope everybody had a good lunch today. I'm going to go ahead and present to you a lesson on
magnets. Now, how many of you have magnets at home. I see two hands. Mikaya! Ramon! Estrella! Yeah! Can you share what type of
magnet you have at the house?

S: I have one of those things that you put on your fridge.

T: Thank you, Estrella for sharing! That's a great example! Ramon, you want to share what type of magnet you have?

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S: Show it?

T: Repeat that one more time.

S: Like show it?

T: Yeah or you can just name it. What type of magnet? Estrella said a refrigerator magnet. Okay. Makiya, do you wanna share on the
type of magnet you have at your house?

S: Um, a red magnet.

T: A red magnet! Yeah OK! And right now, we're just going to go ahead and wait for Ramon real quickly. So he can show us his
magnet. (Giving the student an opportunity to share his magnet) Now I want you guys to start thinking about how magnets are able to
stick to one another. Like Estrella had mentioned with her magnet it’s stuck to her refrigerator. And today we're gonna be learning why
that happens. Oh, oh I love that Ramon is that from your refrigerator?

S: Yeah!

T: Thank you for sharing. OK so today will be able to identify if an item is magnetic or nonmagnetic. And some of your vocabulary
words that were going to go over today are magnets. So we had a few of your friends share out magnets that they have in their house.
And for our first word magnets is going to be any rock or metal that attracts certain objects. So they're going to get stuck to one
another. And then going off that we're going to have repel which is going to be pushing away. So we notice here in the picture think of
repel as we're pushing away is not going to connect to one another. Says pushing away from one object to another. And then we also
have attract which is pulling so both magnets are pulling for one another. And that's why they're able to attract too to each one. And
we're going to go ahead and also go over the North Pole and South Pole that a magnet has. So I have two examples right here I have

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my two magnets. And I coded them color coded them. And the yellow indicates that they are the same pole. So I have the North Pole
and rappelling. So if I try to put both of the poles the same force is not gonna let me let me combine both of them. It's repelling so it's
pushing away one magnet. Both of them are pushing against each other. And then if we switched the poles if I have One North and
One South and I try to combine him there both pulling to one another and they are attracting each other. And you see how easily I was
able to combine both of them.

T: OK! And today I wanna go over some objects with you so I'm going to go ahead and present to you. I don't have a rubber ducky. I
do however have a rubber cow and then I have my nail. And we're gonna figure out which items are going to be magnetic and which
ones are going to be non magnetic. Now before I go ahead and test it out with my magnet. I want one of you to share out which item
you believe is gonna be magnetic. Oh Estrella, which item do you think is going to be magnetic?

S: The nail!

T: The nail! And why do you think that?

S: Huh?

T: Why do you think it is going to be magnetic?

S: It’s because it is metal.

T: It is metal. OK and then what do we think about the cow? Is it going to be magnetic or non magnetic? (Pause to give students some
time to think about their given question) Estrella, what do you think about the cow? Is it going to be magnetic or nonmagnetic?

S: Because the cow is…(Student unable to answer due to loud background noise)

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T: It’s okay Estrella.We're gonna go ahead and figure that out. Thank you so much for sharing and I really love how you were able to
tell me that the nail was metal. Thank you for sharing! So in the beginning I mentioned that a magnet is able to attract certain objects.
And now if I test it out with my magnet. What do I see? What happened? Aliyana, can you tell me what happened?

S: It went to the magnet. It got stuck with the magnet.

T: It got stuck yeah! So remember in the beginning we went over our vocabulary word. What vocabulary word...

S: Ms. Salgado I can't hear you.

T: Oh Aliyana, can you hear me? Oh...Aliyana, can you hear me now?

S; Yeah!

T: OK OK OK I was on mute. OK Aliyana, yes you are correct! So the nail is connected to the magnet but remember our vocabulary
word that we went over the beginning. The nail is ATTRACTED to the magnet. Remember attracted is going to be pulling to one
another. And that's what's happening with the nail in the magnet right here. It's pulling to one another and that's why it's able to
connect. Now if I try my cow with my magnet. (Demonstrate to the student what happens as I try to place my magnet to the cow)
What's gonna happen? What's happening? Makiya, can you unmute yourself and tell me what's going on with the magnet in my cow?

S:They can’t stick.

T: Correct Mikaya! It can’t connect to one another. So the cow and my magnet is... there not attracted to one another. So on here I
want you guys to get out your whiteboards and your markers 'cause we're gonna do an activity. And I want everybody to get their
whiteboards and their markers and then once you guys have gotten your whiteboards and markers go ahead and write the same thing
that I had written right. (Displayed the layout of their whiteboard on google slides) Here magnetic on one side and then nonmagnetic

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on the other and split it down the middle. (Allows students time to get their materials to have their whiteboards set up) Once you have
written this on your board can you just hold it up so I can see you're ready to go. OK guys remember we are writing on one side
magnetic and the other nonmagnetic and splitting down the middle. Thank you so much Raymond! (Student shared how board)
Estrella are you ready? Sebastian you ready? Oh thank you Ramon and Estrella. You can put your boards down. Mikaya you ready?

MT: Devon turn your camera on!

T: Roman, did you write in your whiteboard? Roman? I want you to write it in your whiteboard, magnetic and nonmagnetic.Good job
Sebastian!

MT: Boys and girls stop turning your cameras off!

T: Okay guys we are going to move forward. I want you guys to pay close attention cause I’m going to go ahead and play a video. On
your section where it says magnetic. I want you guys to write down the items the magnet is able to be attracted to. So the items that
are able to connect to one another. Pay attention to it ok. I want you to write it on the side where it says magnetic. (Plays short video)
Oh no…

T: Ok guys I want you to go ahead and think. I'm gonna give you time to write the items that mentioned that are magnetic. OK! And
then also if you have time right the items that are non magnetic. That they are not able to stick to them. Ok I'll give you a few minutes.
We're gonna watch it again. OK! Just in case you miss anything. Grace did you finish writing on the object I want you to write down
the objects that are non magnetic Good job Roman! OK guys we're gonna move forward and are going to list the things that are
magnetic. OK! (Plays Video Again) Okay now take a moment to write the objects that are magnetic. Grace, did you write down your
objects. Yes OK (giving students time to write down their responses) OK I'm gonna call on one of you to share out what you wrote
OK and then they said we're gonna do a fun way okay guys. We are… (looking for the spin wheel for name calling) Can you see my
screen Ms. Briceno? Is it showing the wheel?

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MT: Yes I can!

T; Okay, cause I can't see you guys right now. Okay, guys I'm gonna call on you. Be prepared. (spins the wheel of names) Oh Roman!
Okay, Roman I want you to list one item that is magnetic. What is one item that you heard in the video?

S: A screw

T: A screw! Yes, good job Roman! Thank you so much foir sharing! OK I'm going to choose another one OK my pie Are you ready I
wanted to name me another object that you heard in the video can you share an item that you heard that is magnetic a tool like what
my tire a a nail OK example of a non magnetic Zen an object that is nonmagnetic brother yes like my cow that I showed you guys in
the beginning Mike it's rubber or plastic yes good job it's not able to stay rubber. OK one more example can you give me one example
that's nonmagnetic a plastic Cup a plastic Cup good job guys I want you to give yourself a round of applause thank you thank sharing
those are great examples. We are going to move forward. Ramon you said plastic cup.

It's not magnetic Devin you said rubber thing my magnet is not attracted to that. Another example listed on the video was glass. And
when I try to connect the magnet to the glass it will not connect. So, it's not attracted. And I want to give you another example paper
so again no matter how hard I try it is not connecting. So, this object paper is going to be nonmagnetic. Mikaya you gave me a lovely
example of a nail. Again it is being connected to the magnet is attracted to you another example I want to give you guys is a paper clip
is being attracted to the magnet for this speaking and then we have entire which is a voice right here and look it's connecting to the
magnet so this item is magnetic so I want you guys to not erase your whiteboard because we're gonna need that information because
now it's your turn you're gonna have 3 minutes to go ahead and choose it item from your house bring it back 'cause you're gonna share
it with the class OK and we're gonna figure out if the object is magnetic or nonmagnetic OK just pick out one object it doesn't matter
what could be an item from the list but I want you guys to go ahead and pick one object OK ready go pick your head up keys OK so
yeah good let's wait on the rest of your friends to come back Devin go ahead and pick up an object.

Student: That’s not magnetic?

23
T: It could be a nonmetal or magnetic choice. Ramon go pick up your object. Roman, do you have your object ready?

S: Yeah!

T: OK Sebastian you have your object?

S: Yeah!

T: Awesome! Devin good! Do you have your object? (Still waiting on students to get their object.)

T: Ok I see your object Roman. Grace, do you have your object? Yeah? Cayden, do you have your object? Good! Now we are just
waiting on Makiya. I see yours Estrella. Good. Sebastian. Awesome! Guys that’s amazing. Thank you so much for grabbing your
objects. Were just waiting on Makiya. Roman, do you have a question?

S: Um, this is my Minecraft toy. It’s nonmagnetic.

T: Ok you’re moving forward. Ok hold on Roman we are going to get to that. We are just waiting on Makiya. Ok we are ready! And
again, once I call your name you are going to choose the sentence and you are going to tell me if your object is magnetic or
nonmagnetic and tell me why. So if I said “I choose a cow and it’s nonmagnetic because it’s rubber.” (Teacher models the sentence
stems for the students.) Remember I want you guys to think about the examples in the beginning and the examples you saw in the
video and explain to me why it’s magnetic and why is nonmagnetic. Can I have Ramon, can you begin with your object. Can you
share with us what you brought? (student shows his object through the monitor) Okay I see your game Nintendo switch. Now I want
you to go ahead and pick up a sentence and tell me which one you think it is. Is it magnetic or nonmagnetic?

S: Nonmagnetic.

24
T: Ok remember I want you to go ahead and use the sentence listed up here. I chose a ____.

S: I chose a nonmagnetic because um it’s not um like. If you put a magnet on it it’s not going to stick. It’s just going to slide it off.

T: Ok what type of material is your Nintendo game?

S: Plastic

T: It’s plastic! Remember in the video we watched that. It told us that if it’s plastic it’s nonmagnetic. Good job Ramon! And Estrella
can you go ahead and share your item with us.

S: Um, I chose keys because it’s metal.

T: Well actually I have some keys right here. Let’s test it out. (Demonstrate the keys and magnet to find out if they are magnetic) It’s
not connecting to the key. So, it’s going to go under the nonmagnetic. Thank you for sharing Estrella. Grace, can you share your object
to the class?

S: It’s a spoon!

T: A spoon! Ok remember I want you to choose the sentence right here.

S: I choose a spoon and it’s magnetic because

S: I chose a nail.

25
T: A nail ok! And remember I want you to use the sentence listed on top.

S: I chose a nail. I choose. I choose a nail and it’s magnetic because it holds iron in it.

T: Good job! Yes, it holds iron. Sebastian, share with us your object.

S: A spoon!

T: A spoon!

S: It’s magnetic because it has iron in it.

T: But remember I want you guys to really use the sentence. To tell me if it’s magnetic or nonmagnetic. So, Sebastian which one is it
going to be?

S: Magnetic!

T: I chose a _____. Ok Sebastian, boys and girls remember I wanted you guys to use the sentence over here provided for you to use.
Sebastian for example yours was ‘I chose a spoon and it’s magnetic because___ .

S: I chose a spoon and it’s magnetic because it’s metal.

T: Ok good job Sebastian! One more example, Aliyana, can you share with me your object.

S: Um, I just came back in because my internet went out.

26
Insert Scripting Evidence Into the NIET Rubric:
Planning
Exemplary (5) Proficient (3) Unsatisfactory (1)
(IP)

Instructional plans include: Instructional plans include: Instructional plans include:

Instructional
1.Measurable and explicit goals aligned to 1. goals aligned to state content standards; 1. few goals aligned to state content standards
Plans
state content standards; 2. activities, materials, and assessments that:
2. Activities, materials, and assessments • are aligned to state standards. 2. activities, materials, and assessments that:
that: • are sequenced from basic to complex. • are rarely aligned to state standards.
• are aligned to state standards. • build on prior student knowledge. • Are rarely logically sequenced.
• are sequenced from basic to complex. • provide appropriate time for student work, and • Rarely build on prior time for student knowledge.
• build on prior student knowledge, are lesson and unit closure; • Inconsistently provide time for student work, and
relevant to students’ lives, and integrate lesson and unit closure.
other disciplines. 3. evidence that plan is appropriate for the age,
• provide appropriate time for student work, knowledge, and interests of most learners, and; 3. Little evidence that the plan is appropriate for the age,
student reflection and lesson and unit 4. evidence that the plan provides some knowledge, or interests of the learners and;
closure; opportunities to accommodate individual student 4. Little evidence that the plan provides some
needs. opportunities to accommodate individual student
3. evidence that plan is appropriate for the needs.
age, knowledge, and interests of all learners
and;
4. evidence that plan provides regular
opportunities to accommodate individual
student needs.

LP contains measurable and explicit goals aligned to state content standards:

Score: ___3___ o state standard(s): 3.5Measure,test, and record physical properties of matter, including temperature, mass,
magnetism, and the ability to sink or float;
o objective(s): Students will be able to identify if an item is magnetic or non-magnetic.

● My goal was that by the end of the lesson students would be able to determine if objects are magnetic or
nonmagnetic by explaining the type of material the object is.

27
 ● I started by engaging the students' knowledge about magnets. They were asked if they had any magnets in
their house. By asking them this question it allows me to examine and analyze each student's schema on
magnets.

T: I'm going to go ahead and present to you a lesson on magnets. Now, how many of you have magnets at home. I
see two hands. Mikaya! Ramon! Estrella! Yeah! Can you share what type of magnet you have at the house?
S: I have one of those things that you put on your fridge.
.

T: “OK so today will be able to identify if an item is magnetic or nonmagnetic.”

● The plan I created was appropriate for the age group that I would be working with today. Each activity
planned for today is a different strategy to teach the students on magnets. Students were also provided with
their vocabulary words for that day.
●
T: “And some of your vocabulary words that were going to go over today are magnets. So we had a few of your
friends share out magnets that they have in their house. And for our first word magnets is going to be any rock or
metal that attracts certain objects. So they're going to get stuck to one another. And then going off that we're going
to have repel which is going to be pushing away. So we notice here in the picture think of repel as we're pushing
away is not going to connect to one another. Says pushing away from one object to another. And then we also have
attract which is pulling so both magnets are pulling for one another. And that's why they're able to attract to each
one. And we're going to go ahead and also go over the North Pole and South Pole that a magnet has. So I have two
examples right here where I have my two magnets. And I coded them color coded them. And the yellow indicates
that they are the same pole. So I have the North Pole and rappelling. So if I try to put both of the poles the same
force is not gonna let me let me combine both of them. It's repelling so it's pushing away one magnet. Both of them
are pushing against each other. And then if we switched the poles if I have One North and One South and I try to
combine him there both pulling to one another and they are attracting each other. And you see how easily I was

28
 able to combine both of them”.

Environment
(MSB) Exemplary (5) Proficient (3) Unsatisfactory (1)
1. Students are consistently well-behaved 1. Students are mostly well-behaved and on task, 1. Students are not well-behaved and are often off task.
Managing
and on task. some minor learning disruptions may occur. 2. Teacher establishes few rules for learning and
Student
2. Teacher and students establish clear rules 2. Teacher establishes rules for learning and behavior.
Behavior
for learning and behavior. behavior. 3. The teacher uses few techniques to maintain
3. The teacher uses several techniques, such 3. The teacher uses some techniques, such as social appropriate student behavior.
as social approval, contingent activities, and approval, contingent activities, and consequences to 4. The teacher cannot distinguish between
consequences to maintain appropriate maintain appropriate student behavior. inconsequential behavior and inappropriate behavior.
student behavior. 4. The teacher overlooks some inconsequential 5. Disruptions frequently interrupt instruction.
4. The teacher overlooks inconsequential behavior, but other times addresses it, stopping the
behavior. lesson.
5. The teacher deals with students who have 5. The teacher deals with students who have caused
caused disruptions rather than the entire disruptions, yet sometimes he or she addresses
class. the entire class.
6. The teacher attends to disruptions quickly
and firmly.

Score: ___0___ I did not establish rules and expectations clearly. My MT had to step in and talk to my students.
No evidence

Instruction
Exemplary (5) Proficient (3) Unsatisfactory (1)
(S&O)
1. All learning objectives and state content 1. Most learning objectives and state content 1. Few learning objectives and state content standards
standards are explicitly communicated. standards are communicated. are communicated.
Standards and 2. Sub-objectives are aligned and logically 2. Sub-objectives are mostly aligned to the lesson’s 2. Sub-objectives are inconsistently aligned to the lesson’s
Objectives sequenced to the lesson’s major objective. major objective. major objective.
3. Learning objectives are: (a) consistently 3. Learning objectives are connected to what 3. Learning objectives are rarely connected to what
connected to what students have previously students have previously learned. students have previously learned.
4. Expectations for student performance are clear. 4. Expectations for student performance are vague.

29
 learned, (b) know from life experiences, and 5. State standards are displayed. 5. State standards are displayed.
(c) integrated with other disciplines. 6. There is evidence that most students demonstrate 6. There is evidence that few students demonstrate
4. Expectations for student performance are mastery of the objective. mastery of the objective.
clear, demanding, and high.
5. State standards are displayed and
referenced throughout the lesson.
6. There is evidence that most students
demonstrate mastery of the objective.

Score: ____1__ ● After the engage activity in the beginning, immediately following the opening, the objective was shared
with the class.
● Expectations were not stated in the beginning and no model was given to the students to show them what is
expected from them.

T: “OK so today will be able to identify if an item is magnetic or nonmagnetic.”

Exemplary (5) Proficient (3) Unsatisfactory (1)

(PIC)

Presentation o Presentation of content most of the time includes: Presentation of content rarely includes:
Presenting
f content always includes: 1. Visuals that establish the purpose of the lesson, 1. Visuals that establish the purpose of the lesson,
Instructional
1. Visuals that establish the purpose of the preview the organization of the lesson, and include preview the organization of the lesson, and include
Content
lesson, preview the organization of the internal summaries of the lesson; internal summaries of the lesson;
lesson, and include internal summaries of 2. Examples, illustrations, analogies, and labels for 2. Examples, illustrations, analogies, and labels for new
the lesson; new concepts and ideas; concepts and ideas;
2. Examples, illustrations, analogies, and 3. Modeling by the teacher to demonstrate his or her 3. Modeling by the teacher to demonstrate his or her
labels for new concepts and ideas; performance expectations; performance expectations;
3. Modeling by the teacher to demonstrate 4. Concise communication; 4. Concise communication;
his or her performance expectations; 5. Logical sequencing and segmenting; 5. Logical sequencing and segmenting;
4. Concise communication; 6. All essential information and; 6. All essential information and;
5. Logical sequencing and segmenting; 7. No irrelevant, confusing, or nonessential 7. No irrelevant, confusing, or nonessential information.
6. All essential information and; information.
7. No irrelevant, confusing, or nonessential
information.

Score: ___2___ ● The lesson was started by introducing the students two objects of different materials and testing them out to
determine which one is magnetic and nonmagnetic.

30
 T: OK! And today I wanna go over some objects with you so I'm going to go ahead and present to you. I don't have
a rubber ducky. I do however have a rubber cow and then I have my nail. And we're gonna figure out which items
are going to be magnetic and which ones are going to be non magnetic. Now before I go ahead and test it out with
my magnet. I want one of you to share out which item you believe is gonna be magnet

● Students were presented with a video where it listed the different types of materials that are magnetic and
the different types of materials that are nonmagnetic.

Exemplary (5) Proficient (3) Unsatisfactory (1)

(LSP)
1. All lessons start promptly. 1. Most lessons start promptly. 1. Lessons are not started promptly.
2. The lesson's structure is coherent, with a 2. The lesson's structure is coherent, with a 2. The lesson has a structure, but may be missing closure
beginning, middle, end, and time for beginning, middle, and end. or introductory elements.
Lesson reflection. 3. Pacing is appropriate, and sometimes provides 3. Pacing is appropriate for less than half of the students
Structure & 3. Pacing is brisk, and provides many opportunities for students who progress at different and rarely provides opportunities for students who
Pacing opportunities for individual students who learning rates. progress at different learning rates.
progress at different learning rates. 4. Routines for distributing materials are efficient. 4. Routines for distributing materials are inefficient.
4. Routines for distributing materials are 5. Little instructional time is lost during transitions. 5. Considerable time is lost during transitions.
seamless.
5. No instructional time is lost during
transitions.
Score: _2_____ ● The lesson started right on time. I provided students with enough time to answer their questions.

T: OK and then what do we think about the cow? Is it going to be magnetic or non magnetic? (Pause to give
students some time to think about their given question) Estrella, what do you think about the cow? Is it going to be
magnetic or nonmagnetic?

31
T: Why do you think it is going to be magnetic?
S: It’s because it is metal.
T: It is metal. OK and then what do we think about the cow? Is it going to be magnetic or non magnetic? (Pause to
give students some time to think about their given question) Estrella, what do you think about the cow? Is it going
to be magnetic or nonmagnetic?
S: Because the cow is…(Student unable to answer due to loud background noise)
T: It’s okay Estrella.We're gonna go ahead and figure that out. Thank you so much for sharing and I really love
how you were able to tell me that the nail was metal.

T: “So on here I want you guys to get out your whiteboards and your markers 'cause we're gonna do an activity.
And I want everybody to get their whiteboards and their markers and then once you guys have gotten your
whiteboards and markers go ahead and write the same thing that I had written right. (Displayed the layout of their
whiteboard on google slides) Here magnetic on one side and then nonmagnetic on the other and split it down the
middle. (Allows students time to get their materials to have their whiteboards set up) Once you have written this on
your board can you just hold it up so I can see you're ready to go”

T: Ok I see your object Roman. Grace, do you have your object? Yeah? Cayden, do you have your object? Good!
Now we are just waiting on Makiya. I see yours Estrella. Good. Sebastian. Awesome! Guys that’s amazing. Thank
you so much for grabbing your objects. We're just waiting on Makiya. Roman, do you have a question?

32
 Exemplary (5) Proficient (3) Unsatisfactory (1)
(ACT)
Activities and materials include all of the Activities and materials include most of the Activities and materials include few of the following:
following: following: 1. Support the lesson objectives;
1. Support the lesson objectives; 1. Support the lesson objectives; 2. Are challenging;
2. Are challenging; 2. Are challenging; 3. Sustain students’ attention;
3. Sustain students’ attention; 3. Sustain students’ attention; 4. Elicit a variety of thinking
4. Elicit a variety of thinking 4. Elicit a variety of thinking 5. Provide time for reflection;
5. Provide time for reflection; 5. Provide time for reflection; 6. Are relevant to students’ lives;
6. Are relevant to students’ lives; 6. Are relevant to students’ lives; 7. Provide opportunities for student-to-student
7. Provide opportunities for 7. Provide opportunities for students-to-student interaction;
students-to-student interaction; interaction; 8. Induce student curiosity and suspense;
Activities and 8. Induce student curiosity and suspense; 8. Induce student curiosity and suspense; 9. Provide students with choices;
Materials 9. Provide students with choices; 9. Provide students with choices; 10. Incorporate multimedia and technology and;
10. Incorporate multimedia and technology 10. Incorporate multimedia and technology and; 11. Incorporate resources beyond the school curriculum
and; 11. Incorporate resources beyond the school texts (e.g., teacher-made materials, manipulatives,
11. Incorporate resources beyond the school curriculum texts (e.g., teacher-made materials, resources from museums, etc.).
curriculum texts (e.g., teacher-made manipulatives, resources from museums, cultural
materials, manipulatives, resources from centers, etc.).
museums, cultural centers, etc.)
12. In addition, sometimes activities are
game-like, involve simulations, require
creating products, and demand self-direction
and self-monitoring.

Score: _3____ ● Students were able to use their whiteboards to take notes, and also bring an object to show if it’s magnetic
or non magnetic.

T: OK! And today I wanna go over some objects with you so I'm going to go ahead and present to you. I don't have
a rubber ducky. I do however have a rubber cow and then I have my nail. And we're gonna figure out which items
are going to be magnetic and which ones are going to be non magnetic. Now before I go ahead and test it out with
my magnet. I want one of you to share out which item you believe is gonna be magnetic.

T: Okay guys we are going to move forward. I want you guys to pay close attention cause I’m going to go ahead
and play a video. On your section where it says magnetic. I want you guys to write down the items the magnet is
able to be attracted to. So the items that are able to connect to one another. Pay attention to it ok. I want you to
write it on the side where it says magnetic. (Plays short video)

33
 Exemplary (5) Proficient (3) Unsatisfactory (1)
(QU)
1. Teacher questions are varied and high 1. Teacher questions are varied and high quality, 1. Teacher questions are inconsistent in quality and
quality, providing a balanced mix of question providing for some, but not all, question types: include few question types:
types: • knowledge and comprehension; application and • knowledge and comprehension; application and
•knowledge and comprehension; analysis; and creation and evaluation. analysis; and creation and evaluation.
application and analysis; and creation and 2. Questions are usually purposeful and coherent. 2. Questions are random and lack coherence.
evaluation. 3. A moderate frequency of questions asked. 3. A low frequency of questions is asked.
2. Questions are consistently purposeful and 4. Questions are sometimes sequenced with 4. Questions are rarely sequenced with attention to the
coherent. attention to the instructional goals. instructional goals.
3. A high frequency of questions is asked. 5. Questions sometimes require active responses 5. Questions rarely require active responses (e.g., whole
4. Questions are consistently sequenced (e.g., whole class signaling, choral responses, or class signaling, choral responses, or group and individual
with attention to the instructional goals. group and individual answers). answers).
Questioning
5. Questions regularly require active 6. Wait time is sometimes provided. 6. Wait time is inconsistently provided.
responses (e.g., whole class signaling, choral 7. The teacher calls on volunteers and 7. The teacher mostly calls on volunteers and high ability
responses, written and shared responses, or non-volunteers, and a balance of students based on students.
group and individual answers). ability and sex.
6. Wait time (3-5 seconds) is consistently
provided.

7. The teacher calls on volunteers and

non-volunteers, and a balance of students
based on ability and sex.
8. Students generate questions that lead to
further inquiry and self-directed learning.
Score: __1____ T: “Oh Estrella, which item do you think is going to be magnetic?”
S: “The nail!”
T: “The nail! And why do you think that? Why do you think it is going to be magnetic?”

T: “OK and then what do we think about the cow? Is it going to be magnetic or non magnetic? (Pause to give
students some time to think about their given question) Estrella, what do you think about the cow? Is it going to be
magnetic or nonmagnetic?”

34
 T:”So in the beginning I mentioned that a magnet is able to attract certain objects. And now if I test it out with my
magnet. What do I see? What happened?” Aliyana, can you tell me what happened?
S: It went to the magnet. It got stuck with the magnet.

T: “Now if I try my cow with my magnet. (Demonstrate to the student what happens as I try to place my magnet to
the cow) What's gonna happen? What's happening? Makiya, can you unmute yourself and tell me what's going on
with the magnet in my cow?”
S: “They can’t stick”

T: “Now I want you guys to start thinking about how magnets are able to stick to one another like it's that you had
mentioned her magnet is stuck to her refrigerator and today we're gonna be learning why that happens?”

Exemplary (5) Proficient (3) Unsatisfactory (1)

(FEED)
1. Oral and written feedback is consistently 1.Oral and written feedback is mostly academically 1. The quality and timeliness of feedback is inconsistent.
Academic
academically focused, frequent, and high focused, frequent, and mostly high quality. 2.Feedback is rarely given during guided practice and
Feedback
quality. 2. Feedback is sometimes given during guided homework review.
2.Feedback is frequently given during guided practice and homework review. 3.The teacher circulates during instructional activities,
practice and homework review. 3.The teacher circulates during instructional but monitors mostly behavior.
3.The teacher circulates to prompt student activities to support engagement and monitor 4.Feedback from students is rarely used to monitor or
thinking, assess each student’s progress, and student work. adjust instruction.
provide individual feedback. 4.Feedback from students is sometimes used to
4.Feedback from students is regularly used monitor and adjust instruction.
to monitor and adjust instruction.

5.Teacher engages students in giving specific

and high-quality feedback to one another.

35
Score: _1____ T: Can you share what type of magnet you have at the house?
S: I have one of those things that you put on your fridge.
T: Thank you, Estrella for sharing! That's a great example!

T: Oh, oh I love that Ramon is that from your refrigerator?

S: Yeah!
T: Thank you for sharing.

T: Why do you think it is going to be magnetic?

S: It’s because it is metal.
T: It is metal. OK and then what do we think about the cow? Is it going to be magnetic or non magnetic? (Pause to
give students some time to think about their given question) Estrella, what do you think about the cow? Is it going
to be magnetic or nonmagnetic?
S: Because the cow is…(Student unable to answer due to loud background noise)
T: It’s okay Estrella.We're gonna go ahead and figure that out. Thank you so much for sharing and I really love
how you were able to tell me that the nail was metal.

T; Okay, cause I can't see you guys right now. Okay, guys I'm gonna call on you. Be prepared. (spins the wheel of
names) Oh Roman!
Okay, Roman I want you to list one item that is magnetic. What is one item that you heard in the video?
S: A screw

T: A screw! Yes, good job Roman! Thank you so much for sharing!

36
 T: “Now if I try my cow with my magnet. (Demonstrate to the student what happens as I try to place my magnet to
the cow) What's gonna happen? What's happening? Makiya, can you unmute yourself and tell me what's going on
with the magnet in my cow?”
S: “They can’t stick”
T: “Correct Mikaya! It can’t connect to one another”

S: I chose a nail. I choose. I choose a nail and it’s magnetic because it holds iron in it.
T: Good job! Yes, it holds iron.
T: Awesome! Devin good! Do you have your object? (Still waiting on students to get their object.

Exemplary (5) Proficient (3) Unsatisfactory (1)

(TKS)
1.Teacher practices display understanding of 1.Teacher practices display understanding of some 1.Teacher practices demonstrate minimal knowledge of
each student’s anticipated learning student anticipated learning difficulties. students' anticipated learning difficulties.
difficulties. 2.Teacher practices sometimes incorporate student 2.Teacher practices rarely incorporate student interests
Teacher
2.Teacher practices regularly incorporate interests and cultural heritage. or cultural heritage.
Knowledge of
student interests and cultural heritage. 3.Teacher sometimes provides differentiated 3.Teacher practices demonstrate little differentiation of
Students
3.Teacher regularly provides differentiated instructional methods and content to ensure instructional methods or content.
instructional methods and content to ensure children have the opportunity to master what is
children have the opportunity to master being taught.
what is being taught.
Score: ____1__ ● After watching the short video on the types of materials that magnets are attracted to. I stopped it to allow
students to write down the material they heard on the video to later on share and use it for the following

37
 activity.

T: Ok guys I want you to go ahead and think. I'm gonna give you time to write the items that mentioned that are
magnetic. OK! And then also if you have time right the items that are non magnetic. That they are not able to stick
to them. Ok I'll give you a few minutes. We're gonna watch it again. OK! Just in case you miss anything

T: A nail ok! And remember I want you to use the sentence listed on top.
S: I chose a nail. I choose. I choose a nail and it’s magnetic because it holds iron in it.

Exemplary (5) Proficient (3) Unsatisfactory (1)

(TH)
1.Over the course of multiple observations, 1.The teacher thoroughly teaches one type of 1.The teacher implements no learning experiences that
Thinking
the teacher consistently and thoroughly thinking: thoroughly teach any type of thinking.
teaches all four types of thinking: ● analytical thinking where students analyze,
● analytical thinking where compare and contrast, and evaluate and 2. The teacher provides no opportunities where students:
students analyze, compare and explain information. ● generate a variety of ideas and alternatives.
contrast, and evaluate and explain ● practical thinking where students use, ● analyze problems from multiple perspectives and
information.4 apply, and implement what they learn in viewpoints.
● practical thinking where students real-life scenarios. creative thinking where
use, apply, and implement what students create, design, imagine and
they learn in real-life scenarios.5 suppose.
● creative thinking where students ● research-based thinking where students
create, design, imagine and explore and review a variety of ideas,
suppose.6 models, and solutions to problems.
● research-based thinking where 2.The teacher provides opportunities where
students explore and review a students:
variety of ideas, models, and ● generate a variety of ideas and
solutions to problems. alternatives.
2.The teacher regularly provides ● analyze problems from
opportunities where students: multiple perspectives and viewpoints.
● generate a variety of ideas and
alternatives.
● analyze problems from multiple

38
 perspectives and viewpoints.
● monitor their thinking to ensure
that they understand what they
are learning, are attending to
critical information, and are
aware of the learning strategies
that they are using and why.

Score: ● Asking the students to evaluate their object and determine what type of material they are to determine if
___2___ they are magnetic or nonmagnetic.

S: I chose a nonmagnetic because um it’s not um like. If you put a magnet on it it’s not going to stick. It’s just
going to slide it off.
T: Ok what type of material is your Nintendo game?
S: Plastic

Self Scores:
TAP Indicator: TC NIET Rubric (Self-Score 1-5) TAP Indicator: TC NIET Rubric (Self-Score 1-5)

Activities and
Instructional Plans 3* 3*
Materials
Managing Student
1 Questioning 2*
Behavior
Standards and
2 Academic Feedback 1
Objectives
Presenting Instructional Teacher Knowledge
3 2
Content of Students

39
 Lesson Structure and
2 Thinking 2
Pacing

Self Reflection Summary PA#1_Fall 2020:

(*Complete and bring to post-conference)

Rs Self-Identified
Evidence from Video Justification for this
NIET Next Steps:
Observation: Selection:
Indicator
T: Can you share with us Think Think
what you brought? Sustaining The next steps I plan on working on ist to
(student shows his object performance will keep finding out new ways that I can have the
through the monitor) Okay impact: students engage during our virtual lessons.
I see your game Nintendo One area of glow While this semester I will continue to
switch. Now I want you to would have to be the complete my student teaching virtually I will
go ahead and pick up a way I incorporated need to discover and find new ways to keep
Indicator sentence and tell me which Activities and the students engaged. I figured out that when
one you think it is. Is it Materials to my lesson. the students are given a
R+ Feedback magnetic or nonmagnetic? During my
presentation I made
ONE area of S: Nonmagnetic. sure to include a short
GLOW video where it listed
T: Ok remember I want you what types of material
to go ahead and use the an object needs to be
sentence listed up here. I in order to be
chose a ____. attracted by a
magnet. It also
S: I chose a nonmagnetic provided examples of
40
 because um it’s not um like. materials that are not
If you put a magnet on it attracted to the
it’s not going to stick. It’s magnet. I also
just going to slide it off. included an activity
where students had to
T: Ok what type of material use their whiteboards
is your Nintendo game? as a fun way to write
down their notes. Not
S: Plastic only did students have
an opportunity to
T: It’s plastic! Remember in hear the information
the video we watched that. from the video they
It told us that if it’s plastic also had the
it’s nonmagnetic. Good job opportunity to write it
Ramon! And Estrella can down on their own.
you go ahead and share Lastly the student also
your item with us. had the opportunity to
understand how
magnets work by
choosing an object
and identifying the
type of material they
are to figure out if it’s
magnetic or
nonmagentic.
Indicator S: I chose a nail. I choose. I Think Think
choose a nail and it’s Refining. After taking the time to examine my PA video
Presenting magnetic because it holds One area of glow I can take some time to reflect and work on
Instructional iron in it. where I can Improve my feedback. I will start by going back on the
R-
Content on is the Academic following slide presentation that we had in
T: Good job! Yes, it holds Feedback portion. Cluster that focused on helping us to provide
ONE area of iron. Throughout the whole effective and quality feedback to our students.
GROW PA I noticed that I I will continue to apply it this week to get
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 wasn’t proving my practice on providing quality feedback to my
students with quality students.
T: Awesome! Devin good! feedback that they can
Do you have your object? utilize to grow on
(Still waiting on students to learning.
get their object.)

Don’t forget to answer the reflection questions on the next page.

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Post Lesson Reflection Questions: (Please type a response to the questions below and be prepared to
discuss in post conference)

1. Using evidence from 3 student work samples (one from each proficiency level) and the whole class summary (SAC)
describe patterns of learning for the whole class and differences for groups or individual learners relative to the central
focus and related skills.

Going back at observing the work that the students had to answer. I can definitely see that there were still students missing

from answering their questions. If the students are not answering then I am unable to gather and collect data. In order to modify and

improve on my lessons I need to be able to see the students' comprehension. When looking back at the students pre assessment work

and post assessment work I can see that the students are not utilizing the vocabulary terms that were provided to them. I can see what

they are trying to say but they were unable to apply their new vocabulary to their learning.

2. Based on your analysis of student learning, describe next steps for instruction to impact student learning:
· For the whole class
· For the 3 focus students and other individuals/groups with specific needs.
What changes would you make to your instruction—for the whole class and/or for students who need
greater support or challenge—to better support student learning of the central focus (e.g., missed
opportunities)?

The changes I would love to apply during my instruction starting off is by stating the students expectations. Looking back at

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my video I noticed that I was not clear about my expectations. How could I expect the students to be a certain way and deliver my

expectations if they were not delivered to them. Just as it is important to state my expectations it is also important that I model the

expectations for my students. I believe that my third grade class will benefit from an example. If they can see how they should be

during the class it will help them understand what I am expecting from them. Another change I would make is being able to manage

student behavior. Although right now I am not in an ideal classroom this semester. I still need to learn how to target and address my

student behavior. During my first PA my MT had to intervene and address some student behavior. Going back from my

Pre-Conference I was advised to come up with a plan on how I was going to address my student behavior. Instead I just focused all my

attention on delivering the lesson. By doing so it didn’t allow me to pay attention to my students and see if they are engaged or not. I

will also change the way I ask my students questions. Meaning that I will try to ask those students that I know need the most help.

There are about four students in the class that need more practice when it comes sto learning new things. Going back I would have

focused my questions on them to allow them to have an opportunity to think about the information and hear their response. I will help

them out by providing them sentence stems to help make things easier.

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