Journal Entry Form – Adrian Vega 
Journal Entry for the week of: ____4/21/19____ 
Person who taught the described lesson was:  
Cooperating Teacher Teacher Candidate
At the beginning of the lesson:   
Describe what will be the teacher said and did… 
Teacher Will:
-Handout pizza cut out sheet, that are inside
of plastic page protectors, and dry erase
markers.
-Give directions to students, that they are
required to use their dry erase markers to
correctly color in the the fractions counted in
the story.
-Read aloud Pizza Counting by Christina
Dobson.
-Ask questions about what equivalent
fractions the story is presenting.
TAP Rubric Domain(s)  
[as assigned by University Supervisor] 
TAP Rubric Descriptor (s)  ●
Co-Taught by both CT/ST 
What was the students’ response to the 
instruction? What did the students say and do? 
Student Will:
-Listen to the teacher read Pizza Counting.
-Use dry erase markers to color fractions
counted in story.
-Answer questions about what equivalent
fractions the story is presenting.
Instruction 
● Teacher candidate questions are varied and
high quality, providing a balanced mix of
question types such as:
o​ ​knowledge and comprehension;
o​ ​application and analysis; and
o​ ​creation and evaluation.
● ​Questions are consistently purposeful
and coherent.
● ​A high frequency of questions is asked.
​Questions are consistently sequenced with
attention to the instructional goals.
● Questions regularly require active responses
(e.g., whole class signaling, choral
responses, written and shared responses, or
group and individual answers).
● Wait time (3-5 seconds) is consistently
provided.
● The teacher candidate calls on volunteers
and nonvolunteers, and a balance of
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 students based on ability and sex.
● Students generate questions that lead to
further inquiry and self-directed learning.

TAP Rubric Indicator (s)  Questioning

How does the above evidence connect to descriptors from NIET’s TAP Rubric? 
At this point the lesson I was able to call anybody in the classroom because we had just read a
story that reviewed previous content, so whether students were volunteering or not I would call
them to answer questions. I also feel I gave them adequate think time because I would allow
them to review with a table partner next to them.
Feedback:
My cooperating teacher love that I had a story to work with math. We both agreed that helped
engage the students and allowed me to step away from utilizing power points to provide videos
or visuals. One of the things I’ve been working on his diversifying my methods on teaching
math, and I feel this was a step in the right direction.
 
In the middle of the lesson:   
What was the students’ response to the 
Describe what will be the teacher said and did… 
instruction? What did the students say and do? 
Student Will:

Teacher Will:
-Hand out materials
-Guide students through decorating/
customizing pizza, cutting pizza into eight
shapes. Students will end up with a template
of 8 pieces and 8 individual pieces.
TAP Rubric Domain(s)   Instruction
[as assigned by University Supervisor] 
-Use multiple colors of construction paper,
scissors, scissors, and glue to create a
template of eight pizza slices and a cut pizza
with 8 slices.
-Students will work in partners to add
fractions with the same denominator to create
visual representations of their sums.
 
 
● Teacher candidate questions are varied and
high quality, providing a balanced mix of
question types such as:
o​ ​knowledge and comprehension;
o​ ​application and analysis; and
o​ ​creation and evaluation.

● ​Questions are consistently purposeful

TAP Rubric Descriptor (s)  and coherent.
● ​A high frequency of questions is asked.
● ​Questions are consistently sequenced with
attention to the instructional goals.
● Questions regularly require active responses
(e.g., whole class signaling, choral
responses, written and shared responses, or
group and individual answers).

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 ● Wait time (3-5 seconds) is consistently
provided.
● The teacher candidate calls on volunteers
and nonvolunteers, and a balance of
students based on ability and sex.
● Students generate questions that lead to
further inquiry and self-directed learning. 
TAP Rubric Indicator (s)  Questioning
How does the above evidence connect to descriptors from NIET’s TAP Rubric? 
at this point, my questions were based on how the students were going to perform the
procedures. I feel the questions were purposeful because the students could answer them and
clarify what they would be doing for the whole class. I also feel the questions required active
response because I would have the students hold up their papers or share their work to guide
their peers.
Feedback:
My cooperating teacher typically maintains a lower volume classroom. Although she said the
class behaviors were wild in comparison to her lessons, the students were on task and learning.
She said the teacher personality will affect the environment and the way the students interact in
the learning environment, loud isn’t bad as long as you can manage behaviors over volume. I
found that to be helpful and I will add that piece of advice to my mental file cabinet of tips.
At the end of the lesson:   
 
What was the students’ response to the 
Describe what will be the teacher said and did… 
instruction? What did the students say and do? 
Student Will:
Teacher Will:
-Use pizza manipulative cut out to
-Handout fraction sum worksheet. successfully complete the fraction sum
worksheet with an accuracy of 3 out of 4.
-Walk around room refocusing students on
assessment.
TAP Rubric Domain(s)  
Instruction 
[as assigned by University Supervisor] 
● Teacher candidate questions are varied and
high quality, providing a balanced mix of
question types such as:
o​ ​knowledge and comprehension;
o​ ​application and analysis; and
o​ ​creation and evaluation.

● ​Questions are consistently purposeful

TAP Rubric Descriptor (s) 
and coherent.
● ​A high frequency of questions is asked.
● ​Questions are consistently sequenced with
attention to the instructional goals.
● Questions regularly require active responses
(e.g., whole class signaling, choral
responses, written and shared responses, or

3 | ​Page
 group and individual answers).
● Wait time (3-5 seconds) is consistently
provided.
● The teacher candidate calls on volunteers
and nonvolunteers, and a balance of
students based on ability and sex.
● Students generate questions that lead to
further inquiry and self-directed learning. 
TAP Rubric Indicator (s)  Questioning
How does the above evidence connect to descriptors from NIET’s TAP Rubric? 
​I feel this part of my lesson may have been lagging in my effective questioning. Since most of
the work was individual and the students were performing a paper and pencil assessment, I let
my content take over the learning instead of my presenting for the students.
Feedback:
My practicum teacher said my lesson closing was appropriate for what I wanted to students to
do, and for the objective I set in place for them, but left more to be desired based on the rubric.
 
 

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