Tws No Personal Info

Northern State University
Student Teaching Experience

Teacher Work Sample
Spring 2019
Candidate Name: Ms. Calista Giannonatti
Candidate Website Address: mscalistagiannonatti.weebly.com
Name of School where data Rapid City, SD

was collected:
Subject/Content Area: Language Arts (Reading), Math, Science, Social Studies
Grade Level: 5th Grade
Date Submitted: 4/12/19
I understand that obtaining, or attempting to obtain, a passing grade on a TWS by falsification or

misrepresentation may result in a failing grade in a course or expulsion from the teacher education
program.
I grant permission for the School of Education to use my Teacher Work Sample as an exemplary
(outstanding) model for teacher candidate and university supervisor training purposes in the future. I
understand my name will remain on the document for proper credit.
Signature of Candidate Submitting the TWS: Calista Giannonatti electronic submission)

Task I: Professional Goal Setting
Objective: Candidates set a professional goal, identify the action strategies they will use to achieve
that goal, and reflect on their learning and growth (as it relates to that goal) near the end of their
student teaching experience.
Resources: Candidates will use the NSU Conceptual Framework (see table below) as a guide for
determining their professional goal.
NSU Conceptual Potential Category Outcomes Description

Framework Categories (You will choose one of these outcomes
as the basis for your goal)
Knowledge of Self as an ➢ Respect and Concern for Students Knowledge of Self as an Individual
Individual recognizes the educator’s influence in the
➢ Commitment to Health and Safety lives of students and emphasizes the
importance of building trust relationships,
and setting positive examples.
Knowledge of the Learner ➢ Developmental Needs Knowledge of the learner focuses on an

understanding of growth and development
➢ Student Diversity of learners in the contexts in which
development takes place and an
understanding of how student diversity
interacts with the learning process.
Knowledge of Content ➢ Understanding Subject Matter Knowledge of Content implies a broad

understanding of the centrality of content
knowledge for teaching, and ability to
organize central concepts and principles of
a subject matter, and a responsibility for
acquiring new knowledge.
Knowledge of Pedagogy ➢ Planning Pedagogical Knowledge includes those

➢ Implementation principles and strategies necessary for
➢ Assessment effective teaching, including the planning,
➢ Classroom Management and implementation, and assessment of
Organization instruction, classroom management and
➢ Instructional Materials and Technology organization, knowledge of curriculum and
instructional materials, and integration of
technology.
Knowledge of Self as a ➢ Parent and Community Involvement Knowledge of Self as a Teacher and
Teacher and Member of a ➢ Commitment to Teaching Member of a Learning Community calls for
Learning Community ➢ Interpersonal Relations a collaboration among teachers, students
➢ Professional Growth and Development and their families and communities that
embraces diversity, promotes a positive
sense of personal identify, and enhances
the possibilities for academic success.
1. Conceptual Framework Goal Statement, Action Plan, and Reflection:
a. Identify the Framework Category to which your goal aligns:

Knowledge of Pedagogy
b. Identify the specific Category Outcome you will use to determine your goal:
Assessment
c. Based on the outcome you selected, write a specific goal for this experience. After your goal
statement, provide a brief narrative explaining the reasons as to why you chose this goal.
My goal for this experience is to become more comfortable with create and conducting assessment throughout
lessons. I choose this goal because I have struggled with preforming formative assessment throughout a
lesson. I want to become more comfortable using formative assessment throughout my lessons so that I can
modify it to better help my students. I also want to become better at using the pre-assessment to better adapt
my lesson.
d. Describe the action plan (steps/strategies and resources) required to accomplish this goal:
To accomplish this goal, I plan to:
• Create better pre-assessments to help form lessons

• Use the data from my pre-assessments to develop my lessons
• Use formative assessment throughout lesson to see if the students are understanding the content
• Use the formative assessment to modify the lesson as it is being taught
o One example of this would be if through my formative assessment I notice that there are
students who do not understand the concept, say it is division. Instead of moving into
independent practice, I would demonstrate another problem on the board, but have those
students tell me how to solve it. I would provide feedback as they are giving me the steps. This
would have them thinking about what they need to do, but I would still be there to support them
and help them if they were not able to come up with a step. After this, I could also meet with
these students and work with them more to develop their division skills.
• Review my strengths and weaknesses in previous lessons to see where I can improve after each
lesson is taught.
• I plan to use textbooks used in my assessment courses along with discussing with my CT and US on
where I can improve.
e. Reflect on your progress/growth toward achieving this goal:

I feel as though I have grown a lot during my Student Teaching Experience. There is still room for
improvement, but I am starting to recognize the importance of pre- and post-assessments and how they
influence your lessons. I am still working towards recognizing all of the formative assessment throughout
lessons and how I can change a lesson during it based on the formative assessments. I will continue to work
on this as I continue my teaching career, even after I feel completely comfortable with it.
Task II: Contextual Information (see rubric for scoring details)
Objective: Candidates gather contextual information and discuss factors that may influence the
teaching and learning process.
Resources: Use a variety of resources to gather contextual information including Census data for the
community, School Improvement Plan, cooperating teacher, Title I/SPED teachers, principal, school
counselor, Infinite Campus, student files (with administrative approval), school data available online.
http://doe.sd.gov/reportcard/listnew/
**The below information and resource is take, in part, from Educational Testing Service Praxis Performance
Assessment for Teachers (PPAT) Candidate and Educator Handbook, copyright 2015. All rights reserved.
Contextual Information: This chart is designed to help you understand the many factors that affect teaching
and learning. Understanding these factors as they relate to your teaching will help you determine the
instructional strategies and approaches that will support your students’ learning. In this chart, address any
factors listed as they pertain to your teaching assignment. The subcategories listed under each category are
just suggestions; there may be other subcategories that you would like to address, or there may be a
subcategory listed that does not apply to your situation.
Categories of Contextual Factors Description of the Contextual Factors
General Context of Your Students 23 Students

(All subcategories listed in this box are required.) • 8 boys
• 15 girls
Students’ grade and developmental levels; the age range
of students; the content area being taught; any other • Age range: 10-11 years old
factors that are pertinent to understanding your class Ethnicities:
assignment • White: 13 (56.52%)
• American Indian: 3 (13.04%)
• Hispanic: 1 (4.35%)
• Mixed: 6 (26.09%)
• Hispanic, White, and American Indian: 1
(16.67%)
• Hispanic and White: 1 (16.67%)
• American Indian and White: 4 (66.67%)
Content: Language Arts, Science, Social Studies,
Math, Art, Health
2 Students on IEPs
• 1 with Down’s Syndrome
o Receives additional services both in
and out of the classroom
• 1 with Learning Disability
o Receives additional support outside of
the classroom in the learning center.
o Receives support while also in class,
during math
▪ Mrs. Debi Besmer
(paraprofessional)
1 Student on a 504 Plan
• Receives timed breaks
• Has to be redirected often
• Spoken to sternly
1 new student
• Currently trying to find where she needs
additional assistance
• Seeing struggles in math, does not
understand fractions or division
1 student receives additional support in speech
1 student with allergy
• Milk products
• He can have some products, ask before
giving him any.
• Have back up snacks or treats for him
1 meets with the counselor
• Parents going through a possible divorce
• Also, needs more support and instruction
during math lessons
o Has a hard time understanding
concepts and working independently.
Wants to work with peers and know
their answers before trying on her
own.
1 student who does not enjoy being at school
• Will challenge what you say
• Does not like doing his work
• Does like being rewarded when he does
something right, but won’t show it.
3 students that need to be challenged during math
time
• 1 of these students who enjoys contradicting
the teacher. Will point out any mistakes you
make.
At one time, 16 students (on Fridays) attend band
practice
• Rest of the week varies on how many
students are pulled out to practice band
Very interested in showing off to each other.
Community Suburban
(e.g., whether the area is urban, suburban, or rural; Rapid City, SD Census Information (57701 & 57702
socioeconomic information; census data for the zip codes):
community)
• Estimated population in 2017: 74,421
• Median Household Income: $48,895
Census Information Found Here 57702 Rapid City, SD Census Information (Zip code
in which the school is in):
• Population: 32,980 (in 2010 census)
• Median Household Income: $68,332
This information does not include surrounding
communities that have students attending Rapid City
Area Schools.
District Enrollment: 13,832
(e.g., enrollment; percent of students receiving free or Graduation rates: 80.97%
reduced-priced lunches; graduation rates; ethnicities; Ethnicities: Caucasian, American Indian/Alaskan
percent of students with IEPs; percent of students who are
Native, Multi-Racial, Hispanic/Latino, African-
ELLs; per-pupil expenditures)
American, Asian.
% of students w/ IEPs: 15.1%
% of students who are ELL: 0.59%
School Non-title school
(e.g., enrollment; percent of students receiving free or One-to-One Technology in grades 3-5
reduced-priced lunches; ethnicities; percent of students
with IEPs; percent of students who are ELLs; teacher-to-
Enrollment: 432
student ratio) Ethnicities: Caucasian, Hispanic/Latino, Multi-Racial,
American Indian/Alaskan Native, Asian, African-
American
Teacher-to-student ratio: 1:24
Free/Reduced lunches: approx. 25-26%
Task III: Instructional Design and Implementation

Objective: Candidates design, implement, and assess a minimum of five lessons from multiple
subject and/or content areas. (see rubric for scoring on each component)
Complete this task using the Common Lesson Plan Template (below) for 5 different lessons.
• 3 of the lessons must have been observed by your university supervisor
• Remaining two lessons should be lessons you have taught
Lesson #1
Millicent Atkins School of Education: Common Lesson Plan Template

Teacher Candidate Name: Ms. Calista Giannonatti
Subject: Reading
Date: 2/21/19
PLANNING
List the Common Core/State Standard(s) to be addressed in this lesson.
5.RL.6: Describe how a narrator's or speaker's point of view influences how events are described.
List the Rationale (cite theories or theorists):

Providing gradually release of responsibility, whole group to small group to individual work: Pearson and
Gallagher
Scaffolding: Vygotsky
• First, we will complete a practice point of view and perspective from the activity together. Next, the
students will work in pairs to complete one on their own, with help from the teacher if needed.
Lastly, students will work independently to complete one in an upcoming lesson.
Explicit Instruction: Anita Archer
List the learning objective(s) to be addressed in this lesson (specific, measurable, attainable, timebound).
Use the following format: “Students will be able to…”
Students will be able to write two different perspectives to represent two inanimate objects. Students will
be able to communicate how each perspective affects their writing of the inanimate objects.
Describe how the learning objective(s) and the learning outcomes is/are appropriate for the
age/developmental level of the students.
The learning objectives and the learning outcomes are appropriate for the age/developmental level of the
students because they will be able to determine how perspective can change depending on the point of
view of a person or object. It is also appropriate for the age/developmental level of students because they
will be able to connect perspective to their lives and how they view ideas, concepts, and people.
Describe the Classroom Demographics: (e.g., ethnicities; gender ratios; special needs, including those of
gifted students, those of students’ physical needs, and those due to cultural characteristics).
23 students
• 15 girls
• 8 boys
2 IEPS
1 504 Plan
Ethnicities:
• White: 13 (56.52%)
• Hispanic: 1 (4.35%)
• Mixed: 6 (26.09%)
• Hispanic, White, and American Indian: 1 (16.67%)
Describe your Knowledge of Students: (in terms of the whole class and individual students)
(e.g., language needs; approaches to learning; prior learning and experiences; academic
proficiencies/behavioral differences; areas of interest).
IEP 1: Down's Syndrome
• The student receives additional support outside of the general classroom for reading. The student
also receives support inside the general classroom for writing. In addition, he has a separate set of
worksheets that he completes during math and receive additional band practice time.
IEP 2: Learning Disability
also receives support in the general classroom for math and writing.
504 Plan:
• The student often needs to be focused back on the teacher and the task at hand. The student also
needs instructions repeated to him one-on-one, but rarely asks for help. There are times where he
needs to be reminded of what he should be working and asked to put away any materials that are
not needed. Lastly, his work often needs to be checked to ensure that he completed it correctly.
List the materials/resources you will need to teach the lesson.
Point of View and Perspective Pre-Assessment

Understanding Perspective and Point of View Assessment
Object Pairings
Speech Bubble Worksheet
Pencil
Technology
Describe the instructional and/or assistive technology that you plan to incorporate into the lesson and
explain how it will enhance instruction and student learning.
Laptops: Laptops may be used after the completion of the activity for writing out their thinking notes.
Accommodations: Base this on the information you provided for Classroom Demographics and
Knowledge of Students above.
Describe the accommodations/differentiation/modifications you will use to meet the needs of all learners
and accommodate differences in students’ learning, culture, language, etc. *
During work time, I will be walking around and meeting with each pair. I will check in with the students to
make sure they understand what is expected and add more instruction if needed. Both students with IEPs
will be in the learning center during the time of the activity, so I will be working more closely with the
student on the 504 Plan. I will be checking in with the student to ensure that he is on task and providing
support to ensure that he is helping his partner in completing the activity.
Pre-Assessment: Describe the instrument or process you will use to measure students’ level of
understanding toward the learning objective(s) prior to teaching the lesson.
The pre-assessment will be used to measure students’ level of understanding of

point of view and perspective. The information will be used to guide my lesson and
will make any changes as needed based on the results.
The pre-assessment is scored out of 3 points, 1 for Point of View, 1 for Perspective,
and 1 for What the Perspective Tells About the Story.
A copy of the pre-assessment will be included in the appendix.
Pre-Assessment: Describe how the results of the pre-assessment (what the students have demonstrated
they know) will be used to design the lesson objectives, instruction, and post-assessment. (Include charts,
graphs if applicable)
The results from the pre-assessment tell me that I need to review how to tell the difference between 3 rd
Person Omniscient and 3rd Person Limited when reading a passage. The results also showed that I need to
explain how to get the perspective from the passage with no additional information.
Classroom Management
Identify the management and motivational strategies you will use to meet student
behavioral/developmental needs in order to keep students on task and actively engaged throughout the
lesson.
I will use explicit instruction to explain the expectations of the lesson. I will also provide positive feedback
to students. During independent practice, I will be walking around the classroom providing feedback on
what the students have completed and reinforcing what is expected to students who are not working on
the activity. Call-backs will also be used to call the students’ attention back to the front of the classroom.
Implementation
“I Do”
(Teacher introduces lesson and models expected outcome(s) of learning objectives)
Describe what instructional strategies you will use to model/explain/demonstrate the knowledge and skills
required of the objective.
I will open the lesson with reviewing what we discussed the previous day, Voices in the Park, and how each
point of view gave a different perspective in the story. I will ask questions such as: How did seeing the
multiple points of view tell us about the story? What was the perspective of each character? How did that
influence the story?
I will explain that the goal for this lesson is to complete two inanimate objects’ points of view of each
other.
“We Do”
(Teacher engages students in guided practice)
Describe the learning activities you will use to provide students multiple opportunities to practice the skills
and content needed to meet the learning objective(s).
Together, we will do an example of two inanimate objects’ perspective of each other. We will be
completing the example of pencil and paper. I will ask questions such as: How do you believe pencil feels
about paper? How does paper feel about pencil? How does that influence their perspective? Together we
will fill in the example bubbles of how of pencil and paper see each other.
“You Do”
(Students engage in independent practice)
Describe what the students will do to independently practice the knowledge and skills required by the
lesson objectives?
After the demonstration of the perspectives of the pencil and paper, students will be divided into pairs,
decided by the teacher. Each pair will receive a slip of paper that will have two objects that are related to
each other. They must decide what the perspective each object has of the other object. They will than
write the perspective of both objects, while remembering that they are only thinking and writing about the
other object. This will be written in speech bubbles that will be provided.
After students finish their assignment, they will work on silent reading, meeting with reading partners,
picture book challenge, and thinking notes for the week.
Lesson Closing
Describe how you will reemphasize the lesson objective(s) and any skills/content that were taught in an
interactive manner (whole/small group, etc.).
I will reemphasize the lesson objective and any skills/content that were taught in an interactive manner by
bringing the class back together towards the end of Reader's Workshop to have a few students share what
they wrote in their speech bubbles. This will demonstrate what each group thought the inanimate objects’
perspectives were and how they can vary depending on the person.
Post-Assessment: APPENDIX: Include a blank copy of the lesson post-assessment you will use to measure
students’ level of understanding toward the learning objectives after teaching the lesson.
The post assessment will be given at the end of unit of point of view and perspective.
Analyze
Post Assessment: Based on the results of the Pre and Post-Assessment, to what extent did students
achieve the learning goals/objective of the lesson? Cite examples from the lesson plan, assessments,
and/or video.
If applicable, insert a table/chart/graph before your explanation.
Based on the pre/post-assessments, students either scored the same on the post-
assessment as they did on the pre-assessment or better. This indicates to me that
moving forward with this unit is that students need to be presented with more
challenging tasks.
Reflect
Reflect on your instructional strategies, interactions with students, and classroom management strategies.
Describe what went well and what areas you need to revise in the future. Cite examples (from video) that
support your conclusions.
Describe revisions that you could make if you were to teach this lesson again. Why would you make each
revision? Cite examples from the lesson plan, video and/or student work that would prompt revisions.
Overall, I thought this lesson went well. The students had fun writing the perspective of objects and
working with each other. There were some things I would have changed though. One thing I would have
changed is try to work this unit with a unit that covered personification or fantasy. This way, the students
would not get caught up on the fact that the objects they are working with do not actually talk. Next, I
would have tried to be more aware of the fact that some of the students were confused when I was giving
whole group instruction so when they were doing independent work, I had to reexplain the lesson to some
of the students again. Those are the two main points I took away that I would need to change in this
lesson.
Point of View and Perspective
Name: _________________________
Directions: Read the following paragraph. Determine the Point of View
AND the perspective for each paragraph.
Mr. Collum was studying him with narrowed eyes, clearly ready to
judge his reply. Nicholas thought fast. A truthful answer would make him
sound conceited. Also, Mr. Collum seemed irritated with Mrs. Ferrier, and
Nicholas realized it would be wise to distance himself from her. “I’m sure
I’m not the best judge of that, Mr. Collum, though I’ve been told that I’m
bright.”
Point of View: _______________

Perspective: ____________________________________________
What does the perspective tell you about what is happening in the story?
________________________________________________________________
________________________________________________________________
________________________________________________________________
____________________________
Taken from: The Extraordinary Education of Nicholas Benedict

Lesson #2

Subject: Life Science
Date: 3/11/19
PLANNING
5-LS2-1: Develop a model to describe the movement of matter and energy among producers, consumers,
decomposers, and the environment.

Providing gradually release of responsibility: Pearson and Gallagher
• We will begin this lesson together, building our terrariums. Students will work in groups to come up
with a condition to test and adding it to their terrarium. They will be responsible for checking and
recording their results.
• We will begin with watching a video about leaves and asking the question, “Where do leaves go?”
From there, we will talk about mold and how it forms and ‘eats’ other planets and foods. Once we
have completed the video, the students will decide on a condition they will like to try in order to
prevent mold. They will work within their groups to test their theory and determine what is the
best way to prevent mold.
Students will be able to accurately record mold growth on their food by describing the amount of mold on
the food. Students will also be able to compare their food from the first day to the last and write down any
observations they were able to see.
The learning objectives and outcomes are appropriate for the age/developmental level of the students
because as they continue with their education, they will continue to complete experiments that require
them to take accurate observations and records. They are also important because the students worked in
groups to come up with a condition that they wanted to try, giving them some responsibility over their
experiment, which they will continue to take more science classes.
23 students
• 15 girls
• 8 boys
2 IEPS
1 504 Plan
Ethnicities:
• White: 13 (56.52%)
• Hispanic: 1 (4.35%)
• Mixed: 6 (26.09%)
also receives support in the general classroom for math and writing. She has recently started to
miss more school so it has become harder to keep her up with her assignments.
504 Plan:
Promethean Board
Duct tape
Cup of water
Materials per group:
• Sturdy paper or plastic plate
• Gallon ziplock bag
• Half a slice of bread
• Slice of an orange
• Slice of a strawberry
• Few pieces of lettuce
• Mold recording sheet
Technology
Promethean Board will be used to display the introduction video and the steps for how to build the mold
terrarium.
All students will be working in groups for this project. I will closely monitor the groups that have students
who need accommodations in case I need to step in, but everyone in the group knows what is expected in
groupwork and that everyone is to be included.
Students will fill out the first step on their Mold: Your Plan and Prediction sheet. As a team, they will
determine what four conditions we can test in order to keep food from molding. This will determine if the
students have any prior knowledge of what can prevent mold.
Based on what they students selected as their own choice for conditions to prevent mold, many of them
have not learned about what can prevent mold. Many picked conditions that will increase the rate of mold
growth instead of preventing. They will now be divided into groups and with their groups, they will decide
what condition they will try.
lesson.
to students. Call-backs will be used to call the students’ attention back to the front of the classroom.
Implementation
“I Do”
I will explain that this week we are looking into mold and how it grows on food. When Mystery Science has
pauses in the video to have discussion about questions, I will lead them. The questions we will discuss are:
“Where do you think leaves go?” “What is an experiment we could do to find out?” When showing a
picture of fruit with mold, “What do you think is happening in the photo? Where do you think the stuff
growing on the fruit comes from?” “What might keep oranges from decomposing?”
“We Do”
Together, we watch the introduction video from Mystery Science to learn about how mold is created and
how we can see a few different forms of it in our daily lives, whether it is from food in our house or
mushrooms in the wild. We will also answer the questions within the video that are listed in the “I Do”
portion, as I will be leading the discussion on the questions.
Students will be divided into groups. They will fill out step 1. Once everyone has that step filled out, as a
class, we will discuss what they have selected and their reasoning behind why they have selected those
conditions.
Together, we will watch Mystery Science on how to create our mold terrarium. At this point, students have
been divided into six groups and have determine what condition they would like the experiment with to
see if it will prevent molding. Each group must have a different condition to try. Students will work with
their groups to create their mold terrarium. Once they have that created, they will finish filling out the
Mold: Your Plan and Prediction page. Steps to create the mold terrarium are as followed:
• Have plate, food, cup of water, gallon ziplock bag, and condition of choice at your group.
• Place each food in the water, enough to be damp but not soaking.
• Once you have dipped your food in water, place on plate. Repeat for each piece of food.
• Once you have dipped all of your food in the water and have it placed on the plate, add, if possible,
your condition to be tested. Base group will not be adding anything.
o Heat group will have theirs adding to heat once done.
• Once done, carefully place plate in ziplock bag. Close it and wait for duct tape to come around.
• Place mold terrarium on counter by the window.
For the next two weeks, students will check their mold terrarium daily to assess the conditions of their
food and fill out the Mold: Growth and Observations sheet.
***Due to snow days, students missed recording their mold growth for three days, plus two weekend
days, during the first week. We extended the project to allow more time to see mold grow.
“You Do”
lesson objectives?
Students were divided into teams and discussed with their team members what would be the best way to
prevent mold growth. They selected the following conditions:
• Group 1: Base group
• Group 2: Salt
• Group 3: Water
• Group 4: Lemon Juice
• Group 5: Sugar
• Group 6: Heat
Students will work with their group members to create and observe their mold terrarium. They are
responsible for checking their mold and recording what they see. They will have to record each piece of
food item on their plate and when it has no mold, when they first see mold, ¼ moldy, ½ moldy, and more
than ½ moldy. At the end they will have to describe or draw out what their plate and what their food looks
like.
Lesson Closing
I will reemphasize the lesson objectives and any skill/content that were taught by explaining how
important it is to record accurate observations. If an observation is not accurate, the whole experiment
could be off. Also, I will explain why this lesson is important because through testing out different
conditions, we were able to see what slows down and speeds up mold growth. This will be important to
remember for the food they have out home and knowing what mold on food looks like.
The students’ Mold: Growth and Observations will serve as their post-assessment. They will have to fill out
the sheet each day and keep track of their mold.
Analyze
and/or video.
Overall, students were actively engaged in this lesson. Students
were expected to work with their teammates in order to record the
observations, which a majority of them did. Where students lost
points were, they were not recording their observations correctly,
did not partake in the groupwork, or just let one person control all
of the observations.
Reflect
I thought this was an interesting project to do with students. I had not thought of having students create a
mold terrarium, record how fast mold is growing, and make predictions based on how fast their mold is
growing. The students were equally excited and grossed out by the mold, but they had a lot of fun with this
activity. One thing that I wished didn’t happen but I had no control over was the fact that we had three
snow days right after we started, so we missed a lot of the first appearing of the mold. I know that is
nothing that I can control, but it was sort of a let down that we missed those observations. One main thing
I would change is having some older bread to use. The bread that was used was only a day old, so it took a
long time to have any mold on it. The mold that was on the bread we had guessed came from the
surrounding food that had mold on it, not the bread itself. So, I would have brought bread earlier and
them have the students use that bread, knowing that I had had it for x amount of days prior to them using
it.
22 | P a g e
Lesson #3

Subject: Social Studies
Date: 3/14/19
PLANNING
5.C.3.1: Using multiple sources, distinguish between the responsibilities and powers of government
officials at various levels and branches of government.

• The last time we filled out a portion of our lapbook, we did it together as a class after reading
the article. We are still reading the article together and discussing, but students will be filling
out the lapbook on their own.
• We will start by reading about the levels of government together, prior to this lesson. In this
lesson, students will answer the questions individually, but we will work together as a class to
discuss each answer. Finally, students will work on their own to fill out their Government
Lapbook, based on the information they have learned over the lessons.
List the learning objective(s) to be addressed in this lesson (specific, measurable, attainable,
timebound). Use the following format: “Students will be able to…”
Students will be able to demonstrate their knowledge of the three levels of the United States
Government by correctly identifying the three levels of our government and matching at least one
responsibility to each level. Students will be able to score 7 out of 10 points on a Kahoot.
The learning objective and the learning outcomes are appropriate because it is important that
students learn how our government works. By doing so, students are better able to understand the
importance that each level of government has in the United States and how they affect each other,
but how they also work together in order to have a government that runs smoothly.
Describe the Classroom Demographics: (e.g., ethnicities; gender ratios; special needs, including those
of gifted students, those of students’ physical needs, and those due to cultural characteristics).
23 students
• 15 girls
• 8 boys
2 IEPS
23 | P a g e
1 504 Plan
Ethnicities:
• White: 13 (56.52%)
• Hispanic: 1 (4.35%)
• Mixed: 6 (26.09%)
• The student receives additional support outside of the general classroom for reading. The
student also receives support inside the general classroom for writing. In addition, he has a
separate set of worksheets that he completes during math and receive additional band
practice time.
• The student receives additional support outside of the general classroom for reading. The
student also receives support in the general classroom for math and writing.
504 Plan:
• The student often needs to be focused back on the teacher and the task at hand. The student
also needs instructions repeated to him one-on-one, but rarely asks for help. There are times
where he needs to be reminded of what he should be working and asked to put away any
materials that are not needed. Lastly, his work often needs to be checked to ensure that he
completed it correctly.
Levels and Services of the U.S. Government Pre-Test

Computers
Promethean board
Kahoot link: https://play.kahoot.it/#/?quizId=6443806b-68f2-4921-847e-60ff45793470
Government Lapbook
Technology
Describe the instructional and/or assistive technology that you plan to incorporate into the lesson
and explain how it will enhance instruction and student learning.
The Kahoot is being used is an online review activity. The questions will be shown on the
promethean board, along with a list of answers to choose from. Students will answer the questions
on their computers. Once everyone has answered, or time has run out, the correct answer will be
displayed on the board. We will use this to discuss the answers.
24 | P a g e
Describe the accommodations/differentiation/modifications you will use to meet the needs of all
learners and accommodate differences in students’ learning, culture, language, etc. *
First, I will read each question and all the answers out loud to the students. The student with the
learning disability sits next to the teacher’s desk, so I will be able to help her, if she is in the
classroom. I will have one of the students next to the student with Down’s Syndrome help him and
complete the game the game with him, if he is in the room. Lastly, I will monitor the student on a
504 plan to ensure that he is completing the game with the rest of the class. I will redirect him as
needed.
The students will be taking the Levels and Services of the U.S. Government Pre-Test to determine
what their prior knowledge of the levels of government is. This will help determine how much time
will need to be spent in the lesson prior to this one, which serves as an introduction for the levels of
government.
Pre-Assessment: Describe how the results of the pre-assessment (what the students have
demonstrated they know) will be used to design the lesson objectives, instruction, and post-
assessment. (Include charts, graphs if applicable)
This was the first time that the students had heard the terms local, state,
and national government. The pre-assessment results tell me that I need to
explain more in depth about what each level does and who is in charge of
each one.
behavioral/developmental needs in order to keep students on task and actively engaged throughout
the lesson.
25 | P a g e
I will use explicit instruction to explain the expectations of the lesson. I will also provide positive
feedback to students. Call-backs will be used to call the students’ attention back to the front of the
classroom.
Implementation
“I Do”
Describe what instructional strategies you will use to model/explain/demonstrate the knowledge
and skills required of the objective.
I will review the article that we will read earlier in the week, Levels of Government. I will explain that
we will be completing a Kahoot in order to help us review and remember the important roles each
level of government has. I will be controlling the Kahoot game and will lead the discussion after each
question.
“We Do”
Describe the learning activities you will use to provide students multiple opportunities to practice
the skills and content needed to meet the learning objective(s).
We will be completing a Kahoot game in order to review and remember what role each level of
government has. Students will be answering the questions on their computers. Together, we will
discuss the answer after each question. We will answer any questions that our peers may have after
each question.
Students will retrieve their lapbooks and together we will fill in the information for Government
Officials.
“You Do”
Describe what the students will do to independently practice the knowledge and skills required by
the lesson objectives?
Students will be answering the questions on their own, on their own computer.
**Due to snow days, this part of the lesson was done previously in order to try to make up some lost
time. After we have completed the Kahoot, students will retrieve their Government lapbooks. They
will open it up and complete the portion that discusses Local, State, and National government. They
will use the questions in this lesson and the Levels of Government article to help them answer the
questions. They may work within their groups to complete the questions.
Lesson Closing
Describe how you will reemphasize the lesson objective(s) and any skills/content that were taught in
an interactive manner (whole/small group, etc.).
I will reemphasize the lesson objectives by discussing how each level of government has an
important role in our nation. I will discuss how they were able to show me in two different formats
that they were able to understand the levels of government, which is important because they are
showing that they are able to demonstrate their knowledge in multiple formats.
26 | P a g e
Post-Assessment: APPENDIX: Include a blank copy of the lesson post-assessment you will use to
measure students’ level of understanding toward the learning objectives after teaching the lesson.
The results from the Kahoot will serve as the post-assessment. Prior to this lesson, we had discussed
the levels of government, so this lesson was a review.
Analyze
and/or video.
Based on the pre- and post-assessment, there was some growth for students.
As I will mention in my reflection, there were three snow days that ended up
having this lesson and the previous lesson a week apart, instead of two days,
which could account for some of the scores.
Student number 2 accidently closed out of the Kahoot game, causing him to
start back over, miss a few questions, and thus not reflecting an accurate score.
Reflect
Reflect on your instructional strategies, interactions with students, and classroom management
strategies. Describe what went well and what areas you need to revise in the future. Cite examples
(from video) that support your conclusions.
Describe revisions that you could make if you were to teach this lesson again. Why would you make
each revision? Cite examples from the lesson plan, video and/or student work that would prompt
revisions.
Overall, I felt that this lesson went well. I liked the idea of changing it up from their normal routine of
Social Studies. I wanted to let them have a chance to have a little fun and get competitive with a
Kahoot, but of course there was the issue of students yelling over each other and across the room
saying who had what score. I don’t have a problem with this, as long as it isn’t yelling. I should have
explained beforehand better what my expectations were with playing Kahoot. One thing that was
out of my control that I would have liked to change is to have this lesson closer to the previous
lesson. They were supposed to be within the same week, but due to three snow days, they ended up
27 | P a g e
being a week apart. But, since I cannot control the weather, it was out of my control. I could have
done a quick little review with them to refresh their minds. I loved this lesson, and this unit and plan
to incorporate it into my classroom one day.
28 | P a g e
Levels and Services of the U.S. Government
Name: ______________________
Directions: Match the Service or person to the correct level of government
Service
1. In charge of maintain and

building roads.
Local Government
2. In charge of creating the

military and printing money. State Government
3. In charge of the school

system, organizes National Government
emergency services and sets
laws.
People
Local Government
1. Steve Allender
2. Donald Trump State Government
3. Kristi Noem National Government
29 | P a g e
30 | P a g e
31 | P a g e
32 | P a g e
33 | P a g e
Lesson #4

Subject: Math
Date: 3/28/19
PLANNING
5.NBT.7: Add, subtract, multiply, and divide decimals to hundredths, using concrete models or drawings
and strategies based on place value, properties of operations, and/or the relationship between addition
and subtraction; relate the strategy to a written method and explain the reasoning used.

• We will begin the lesson with completing problems together as a class. When we move to
independent work time, students will complete the problems on their own, but may check with a
partner. If they see that they got different answers, they will walk through what each one did to
catch any mistakes. If they are unsure after they have checked their steps, I will assist them.
• Leading up to this lesson, students have been multiplying a whole number by a decimal. In this
lesson, we are taking what we have learned in previous lessons to help determine how we will
multiple a decimal by a decimal.
Students will be able to demonstrate by the end of the lesson that they are able to correct solve 9 out of
12 multiplication of decimal problems correctly.
The learning objectives and learning outcomes are appropriate for the age/developmental level of
students because decimals are a large part of our world. They are in prices, distance, speed, and time, to
name a few. It is important that students are able to multiple decimals because they will continue to a part
of their lives. It is also important that students are able to show their work so that they are able to see how
they were able to determine the answer. It is also helpful to show your work so that if your answer is
incorrect, you are able to go back and check to see where you may have made a mistake.
23 students
• 15 girls
34 | P a g e
• 8 boys
2 IEPS
1 504 Plan
Ethnicities:
• White: 13 (56.52%)
• Hispanic: 1 (4.35%)
• Mixed: 6 (26.09%)
504 Plan:
Computer (for teacher only)

Promethean board
White boards/markers
Pre-assessment page
Student work pages 499 and 500, 501 if we have enough time
Technology
The computer will be used in order to display the math problems. The problems will be displayed on the
promethean board for students to see. We will do the opening lesson and a few examples together as a
class. They will be completing the answers on their whiteboards.
35 | P a g e
The student with Down’s Syndrome will be receiving math assistance outside of the classroom during the
time of this lesson. If returns early during math workshop, he will work on his math sheets that are found
in this math binder.
The student with a learning disability will receive additional assistance in the classroom during math. I will
also check in with her throughout the lesson to make sure she is staying on task and completing the math
work herself.
The student with the 504 plan will be checked in with throughout work time. Math is one of his strong
areas, but he may need help focusing in on the work. When I check in with him, I will check his work to
ensure that he is doing it correctly as he needs instructions repeated to him multiple times.
The pre-assessment will include how to multiple a whole number by a decimal. This will give us an
indication of how well the students are understanding this concept, as it is new to them. This will also give
us an indication as to how to introduce multiplying a decimal by a decimal.
36 | P a g e
The pre-assessment is based out of 5 points. In this pre-assessment students were
multiplying a whole number by a decimal. Using this information, I am able to see that
the students grasp the concept of multiplying a whole number by a decimal, and
those who did not score a 5 made small errors in their multiplication. This information
tells me that the students are ready to work on a decimal times a decimal.
lesson.
Implementation
“I Do”
I will introduce the lesson by reviewing with the students what we have done so far with multiplying
decimals. While the students are completing the Place Value practice, I will be checking in with students to
ensure that they are completing them correctly and asking students to defend how they got their answer.
During work time, I will be walking around the classroom assisting students with their math problems. I will
also be redirecting students as needed as they work.
“We Do”
37 | P a g e
Together, we will open the lesson with practicing place value. Students will have to write the given number
in expanded form, round it to the nearest hundredth, tenth, one, ten, and hundred. They will also have to
add and subtract to it. Students will complete this on their own whiteboard, but we will discuss the
answers as a class and share different ideas on how they got their answer.
Next, together we will complete two problems on page 499 to review multiplying decimals and check in
with students on their understanding. Students will again complete these problems on their whiteboards.
We will discuss answers and share ways they were able to get their answers.
“You Do”
lesson objectives?
Students will be completing the place values practice on their own, but will share their ideas and answers
during the “We Do” portion.
Students will complete math pages 499 and 500 to start. They may check with a partner at their group to
see if they got the same answers. Pages 499 and 500 work with multiplying decimals and how it affects the
place value of your answer. Students will have to show their work on each page.
Students who have band will be encourage to finish at least page 499 before they leave. If they are unable
to finish before they will, they will finish it during Dreambox time.
Depending on time, students may be asked to complete page 501. If only a few students are completing
the worksheets quickly, they will be asked to complete a Dreambox lesson.
Lesson Closing
I will reemphasize the lesson objectives and any skills/content that were taught in this manner by
explaining that decimal problems will continue to come up in their life. I will give examples of buying
groceries and how I use multiplication of decimals to help me determine how much money I will be
spending.
The post-assessment will be the worksheets that they completed for this lesson, pages 499 and 500. The
goal is to have students complete 9 out of the 12 problems correctly. This will help determine what
students need more practice and what students need to be challenged more.
Analyze
and/or video.
38 | P a g e
Overall, the students preformed as expected. I expected that my high students
would score either 100% or with only one or two problems incorrect. Their biggest
problem is going too fast and making small mistakes, which we are working on.
With the remain students, while working with them, I was able to determine what
students were struggling with the content and needed more practice. Again, some
are going too fast and making small mistakes. Some of the mistakes come from
multiplication errors, as that was what student #5’s problem with this work. Using
this information, I will come up with ways to challenge the high students and
make sure that work more closely with the students who are having a harder time
with the concept.
Reflect
I felt that this lesson went very well. Going into this week, I was unsure how I would feel about teaching
multiplication of decimals because it was a concept that I struggled with. Leading up to this week, I
practiced on my own so that I felt more confident in the strategies so that I could teach them. While
teaching this lesson and afterwards, I felt that it was one of my better math lessons. I felt very comfortable
with the material and was actually excited to teach it.
39 | P a g e
Pre-Assessment
40 | P a g e
41 | P a g e
42 | P a g e
43 | P a g e
Lesson #5

Subject: Math
Date: 3/29/19
PLANNING
5.OA.A: Write and interpret numerical expressions.
5.OA.A.1: Use and explain parentheses, in numerical expressions, and evaluate expressions with these
symbols.

• First, we will work together to solve practice problems on the Promethean Board. Students will
come up with their own ideas on how we could write and solve the equations and will share with
their peers. Students will then return to their desk to complete the worksheet independently, but
may ask a neighbor to check answers and explain how they determine their answers.
• Earlier in the year, students worked with Order of Operations more extensively. Over the past
month, as we have been working on Algebra, students have been working on how to write
equations based on the information provided. In this lesson, they will work with both skills in order
to determine the correct answer.
Students will be able to correctly solve 11 out 14 problems by writing and interpreting numerical
expressions and solve equations by using Order of Operations. Students will also be able to correctly solve
11 out of the 14 problems by using parentheses in their equations to demonstrate how they are used in
Order of Operations.
The learning objectives and outcomes are appropriate for the age/developmental level of the students
because they will continue to use Order of Operations as they continue in schooling and in some cases, will
use in real life. With using the examples of buying food and CDs/DVDs/games/ eBooks, they provide real
life examples of what the students might buy and provide practice on how to figure out the cost for
multiple items.
44 | P a g e
23 students
• 15 girls
• 8 boys
2 IEPS
1 504 Plan
Ethnicities:
• White: 13 (56.52%)
• Hispanic: 1 (4.35%)
• Mixed: 6 (26.09%)
504 Plan:
Promethean Board
Following Orders Worksheet
Technology
A Promethean Board will be used to display practice problems that we will complete as a class.
45 | P a g e
IEP 1: The student will leave the class roughly ten minutes into the lesson to receive additional assistance
on math. He will only be in the classroom long enough for the introduction of the lesson and possibly a
portion of the worktime, depending on when leaves for the additional assistance. If he is still in the room
when it comes to work time, he will complete math pages provided for him in his math binder.
IEP 2: I will check in with this student throughout the lesson to provide assistance. The goal is to have her
complete six of the problems correctly.
504 Plan: If the student were to become overwhelmed while working on the assignment, he will be able to
talk a lap around the school to help become regulated.
When presented with the practice problems, students will need to explain how to write the problem into
an equation correctly and add parentheses. This will help determine what students will need help with the
Order of Operations and understand where your might place parenthesis in an equation. I will ask
questions such as “How were you able to determine that we had to write the equation that way?” “Why
did you choose to write the total for hamburgers before fries (or vice versa)” “Do we need to add
parentheses? Why/why not?” during the “I Do” portion of the lesson to better understand where the
students are when working with Order of Operations.
The results of the pre-assessment will tell me what students are struggling with the Order of Operations
and will need additional assistance while completing the worksheet. While completing the practice
problems and discussing with the students the answer to the questions, the student with an IEP and the
student with a 504 Plan stood out as students that I would need to work with because they kept to
themselves and did not participate in the whole group lesson.
lesson.
Implementation
“I Do”
46 | P a g e
I will introduce the lesson with explain that we are now working with writing equations from information
given to us and Order of Operations. While we are working on the practice problems, I will ask the
students “How were you able to determine that we had to write the equation that way?” “Why did you
choose to write the total for hamburgers before fries (or vice versa)” “Do we need to add parentheses?
Why/why not?”
“We Do”
Together, we will complete practice problems (shown in the appendix). We will discuss the different ways
you could write the equations based on the word problem. We will also discuss where you might ad
parentheses, and why you might not be able to. We will then look over the work sheet for today together
and discuss how the first half of the worksheet will be writing equations and the second half will be solve
equations using the Orders of Operations. We will briefly review PEMDAS and refer to the poster that is
hanging in the classroom for reference.
“You Do”
lesson objectives?
Students will complete the Following Order worksheet, in which they will have to figure out the total cost
of CDs, DVDs, eBooks, and games for the first half. In the second half, they will have to use what they know
about Order of Operations to complete six math problems. They may ask a neighbor to check answers, and
talk if they had different answers, but this work is to be done alone. Once done, students will turn it in and
may make a quiet free choice.
Lesson Closing
I will reemphasize the lesson objectives and any skill/content that were taught by explaining that these
problems gave the students real life examples. I will ask students for examples of what they might buy
multiple of and how we can use Order of Operations to determine the total cost of their purchase.
The Following Orders worksheet will serve as the post-assessment. A copy of it will be included below.
Analyze
and/or video.
47 | P a g e
Majority of the students were able to achieve the goal of solving 11 out of 14
problems correctly. This indicates to me that students will need to presented with
more challenging problems and are ready to continue their work with Order of
Operations. Of the students that did not reach the goal of 11 out of 14 correct,
their mistakes were small ones, such as accidently multiplying when they were
supposed to add or a mistake in PEMDAS. I will work with these students more
with Orders of Operation in order to give them more practice with it.
Reflect
I felt that this lesson went very well. Majority of the students were willing to share their ideas during “We
Do” and were able to hold a discussion on each student idea. Once they were working, I heard great
conversations on what steps you do first when it comes to working with Order of Operations and
discussing their answers together. There were also a handful of students who were willing to help students
who were struggling a little bit with the content, which I greatly appreciated so that I could work more
closely with the low students. I wish we would have had more time so that I could have given the high
students more challenge problems to work on. Most of them either got all of the questions right or only
missed one, so I would have liked to have challenge problems for them to complete when they were done.
48 | P a g e
49 | P a g e

Tws No Personal Info

Uploaded by

Document Information

Original Title

Copyright

Available Formats

Share this document

Share or Embed Document

Sharing Options

Did you find this document useful?

Is this content inappropriate?

Copyright:

Available Formats

Tws No Personal Info

Uploaded by

Copyright:

Available Formats

Northern State University

Student Teaching Experience

Candidate Name: Ms. Calista Giannonatti

Candidate Website Address: mscalistagiannonatti.weebly.com

Name of School where data Rapid City, SD

Subject/Content Area: Language Arts (Reading), Math, Science, Social Studies

Grade Level: 5th Grade

Date Submitted: 4/12/19

I understand that obtaining, or attempting to obtain, a passing grade on a TWS by falsification or

Signature of Candidate Submitting the TWS: Calista Giannonatti electronic submission)

NSU Conceptual Potential Category Outcomes Description

Knowledge of the Learner ➢ Developmental Needs Knowledge of the learner focuses on an

Knowledge of Content ➢ Understanding Subject Matter Knowledge of Content implies a broad

Knowledge of Pedagogy ➢ Planning Pedagogical Knowledge includes those

a. Identify the Framework Category to which your goal aligns:

• Create better pre-assessments to help form lessons

e. Reflect on your progress/growth toward achieving this goal:

Task II: Contextual Information (see rubric for scoring details)

Categories of Contextual Factors Description of the Contextual Factors

General Context of Your Students 23 Students

Task III: Instructional Design and Implementation

Millicent Atkins School of Education: Common Lesson Plan Template

List the Rationale (cite theories or theorists):

List the materials/resources you will need to teach the lesson.

Point of View and Perspective Pre-Assessment

The pre-assessment will be used to measure students’ level of understanding of

A copy of the pre-assessment will be included in the appendix.

Point of View: _______________

Taken from: The Extraordinary Education of Nicholas Benedict

Millicent Atkins School of Education: Common Lesson Plan Template

List the Rationale (cite theories or theorists):

List the materials/resources you will need to teach the lesson.

Millicent Atkins School of Education: Common Lesson Plan Template

List the Rationale (cite theories or theorists):

List the materials/resources you will need to teach the lesson.

Levels and Services of the U.S. Government Pre-Test

1. In charge of maintain and

2. In charge of creating the

3. In charge of the school

2. Donald Trump State Government

3. Kristi Noem National Government

Millicent Atkins School of Education: Common Lesson Plan Template

List the Rationale (cite theories or theorists):

List the materials/resources you will need to teach the lesson.

Computer (for teacher only)

Millicent Atkins School of Education: Common Lesson Plan Template

List the Rationale (cite theories or theorists):

List the materials/resources you will need to teach the lesson.

You might also like