Contextual Information a) Describe your classroom.

Include the grade level, content area, subject matter, and number of students. Provide relevant information about any of your students with special needs. When you first walk in the first grade classroom, on your left you will see hooks for coats and backpacks, a filing cabinet, and a set of classroom computers for student use. To the right of the classroom, you will find a sink and cabinets. The cabinets above and below the sink are filled with paper, stamps and other things the teacher uses around the classroom. There are also two closets filled with monthly activities that the teacher uses to switch out as the months change. You will also find the teachers kidney shaped table/desk used for guided reading groups or oneon-one time. In the back of the classroom, you will find 3 bookshelves filled with personal books that the teacher incorporates in her lessons, and a round table used for the creation station. In the front of the classroom, you will see a carpet used for morning message, shared reading, and interactive read alouds. Students will also come to the carpet to be read to. Beside the carpet is the teachers personal laptop and the Smart Board. Beside the Smart Board is another table where the writing station is located. Above this table is the workstations chart, which shows where each student will go to for their station. In the middle of the classroom is where the students desks are located. There are four groups and fours desks or islands. If a student has trouble being in a group, the teacher removes them from the group, and they are put somewhere by themselves; the teacher calls this the students island. The teacher teaches her class the main subjects, Reading/Language Arts, Writing, Mathematics, and Social Science. Science and Social Studies times are combined so one week the class may work on Science and the next week they may work on Social Studies, it depends on what standards they are working on at the time. So far, the students have been learning about subtraction, addition, parts of speech (nouns, verbs, adjectives, prepositions...etc.), the difference between needs and wants, all about maps, and much more. There are 21 students in the classroom; 9 girls and 12 boys. Four students receive Speech/Language Services, and one child goes to resource every day. One of the students is on tier 2B, and another is on tier 2. b) Describe any physical, social, behavioral, or developmental factors that may impact the instruction that occurs in your classroom. Mention any linguistic, cultural, or health considerations that may also impact teaching and learning in your classroom. Two of my students are Hispanic, which causes a little bit of a language barrier. Throughout my lessons, I make sure that I speak clearly so they understand what I am trying to teach. One of them catches on to things very quickly, so I barely have to check for understanding. The other Hispanic student has trouble when it comes to understanding so I usually will work with him one-on-one. Since I have some background in the Spanish language, I will speak with him in Spanish to make him feel more comfortable around me. Once he realized that I could communicate with him through Spanish and English, he opened up a little more to me, which made it easier for me to help him. A couple of my other students are ADD and ADHD, and they like to be kept busy. I make sure that I give them tasks like helping out so they dont zone out or wander off. I have to constantly keep an eye on them because they tend to get off task quickly and will cause a disturbance in the class. For the students who receive language services, I make sure to model how to talk. I pronounce my words carefully and always rephrase or reword questions that I ask throughout lessons to help avoid any confusion. A few of

my students have peanut allergies, so I have to be careful of what I bring in to eat. I must also be mindful of what types of snacks to bring in for parties or for rewards. As I teach this semester, I must be mindful of all the different learners that are in my class. Each child learns differently so I make sure I incorporate different strategies and methods so that I reach just about everyone in the class, if not all. There will always be some way for me to incorporate some type of song, book, craft or visual model in my lessons because I know for sure that each student can better understand through one of these strategies. Knowing how your students learn can definitely help you in the long run because you know that they will catch on to lessons much quicker. c) Describe any factors related to the school and surrounding community that may impact the teaching and learning that occurs in your classroom. The school offers tutoring and after-school programs. This is beneficial for students in the class who need more one-on-one time. Because a teacher cannot spend the majority of his/her time with one student, tutoring programs can play a huge role in a childs life. There are a few of my students who go to tutoring, which makes it so much easier for me because I do not have to spend too much time with them, helping them understand the days lesson. The after-school programs are also beneficial for students. They help students with their homework, which is also good for students whose parents cannot provide that help when they get home. After schoolprograms not only help with homework, but they check it for accuracy too. Many times, I have checked homework, and noticed incorrect answers even though homework was fully complete. Completing homework does a child no good, if the answers are not correct. Thankfully, the school offers such programs, which affects influences my teaching and my students learning in the classroom. Textbox 3.1.1: Standards and Learning Goals a) What learning theory will guide your planning process? Provide a brief description of the theory. How will you make use of it? The learning theory that will guide my planning process is the Constructivist theory. The Constructivist theory is where the students construct their own knowledge based on what they already know, and where they are actively involved in the learning process. Learners are the main focus, rather than the subject, and learners are constantly interacting with others; there is no type of isolation. For this specific lesson, students will be constantly engaged throughout the lesson. Although students will be asked to complete an activity individually, they will always have some sort of interaction with other peers and the teacher. Volunteers will be used to demonstrate what they will learn about, and there will only be short periods where learning will be passive. A game will be incorporated into this lesson, and I created it with the students in mind. This class loves to play games, so I knew that a game where they had to work in groups and collaborate with one another would be an enjoyable, yet educational, experience. b) What learning goal(s) and content standards, both state and national standards, did you identify for the lesson? How will they guide the planned learning activities? The learning goal of this lesson is that students will be able to identify the location of an object relative to another object by using descriptive words (in front of, behind, between, on top of, under, above, below, and beside). The standard for this lesson is the student will demonstrate

an understanding of the positions and motions of objects. Each activity planned will always reference the goal and the standard. Students must be able to demonstrate an understanding of the positions of object by identifying locations of objects using positional words. Each activity will require students to use the positional words in some kind of way. c) What is the content focus of the lesson? What related content that the students have previously encountered will support the learning in this lesson? The content focus of the lesson is the positions of objects or their location. Students will learn about positional words and how they can help you easily locate objects. Students have previously encountered prepositions, which can be connected to the use of positional words. Some prepositions are used as positional words, and that will be revealed as the lesson is taught. Students should have some knowledge of the use of positional words, since they use it in their everyday life. The content in the lesson will help this become more apparent. d) What are some difficulties students might encounter with the content, and how will you address the difficulties? Although positional words seem simple to understand, some difficulties may present themselves for students. It is important to know the difference between each positional word. Some of the words may have the same meaning, while others may sound as if they should be the same, but they are actually not. For example, students need to understand the difference between under and below, and on top of and above. They almost mean the same thing, but there are slight differences. In order to address these difficulties, I will use volunteers to demonstrate each positional word. Some words may not be able to be demonstrated by a student, so objects will be used for these. Using the students to demonstrate the words will not only make them feel like they are a part of the lesson, but it will also help them get a better understanding of each words definition. This may also be a beneficial way to help students remember, if they are used in the lesson. Textbox 3.1.2: Instructional Strategies a) Select a maximum of three different instructional strategies that you plan to use to engage students in the lesson and to enhance their learning. Provide a rationale for your choice of each strategy. Three instructional strategies that I plan to use to engage students in the lesson and to enhance their learning are active learning, modeling, and independent project. I chose active learning because it is important that teachers keep their students engaged and interested. As part of my lesson, we will play a game searching for objects in the classroom based upon a positional word. If students are not interested in the lesson, it is easy to lose their attention. Incorporating games can really be a fun way for students to learn material! Another instructional strategy I plan to incorporate in my lesson is modeling. Modeling is a very important part of a lesson. Here is when you help students learn the material by showing them exactly what you want them to do and what you expect. When students know what you expect, then that makes following directions and completing a task much easier. Also, modeling can be a good way to guide students who are visual learners. I will also use students to help me model or demonstrate some of the positional words that we will talk about throughout the lesson. One last instructional strategy I plan to use in my lesson is an independent project. Students will be asked to complete

an activity on their own, after having much practice together as a group. Incorporating independent work time is important so you can see what students have gained from the lesson. b) How do the instructional strategies connect to the learning goal(s) to facilitate student learning? Each strategy connects to the learning goal to facilitate student learning because students will always be recognizing the locations of objects, or people, throughout the lesson. By the end of the lesson, I want my students to be able to identify the location of an object relative to another object with about 80% accuracy. In order for them to achieve that, each instructional strategy that I incorporate in my lesson must help them reach that goal. With active learning, students will always be engaged using the specified positional words, especially during the game. With a model, I will use students to exemplify the positional words that we will discuss to help them better understand each word. With an independent project, students will use what they have learned and test their knowledge. By this time, they should have had a sufficient amount of practice to test what they have achieved during this lesson. This means, they can identify the location of an object relative to another object by using descriptive words (In front of, Behind, Between, On top of, Under, Above, Below, and Beside). c) What informed your decisions to use individual, small group, and/or whole group instruction to facilitate student learning? For my pre-assessment, I will use individual instruction. I want to see how well students understand the concept of positional words. I need to know if they can be successful in using positional words to locate objects. In order to see where my students are individually, they will need to complete an activity on their own. This way, I can easily see who understands and who may need more help. Before completing the post-assessment, we will play a game which will be whole group instructed. I will give the different groups clues of where an object or person is located using our positional words, and they have to tell me what it is. Throughout my experience, I noted that students work well in groups, and work well when they have peer help. Using whole group instruction after students have completed an activity on their own can help individuals see where they are themselves. Now students will be ready for the final assessment. For the final assessment, students are to pick an object in the classroom, and write a sentence telling where the object is using one of the positional words that we have talked about throughout the lesson. Their final assessment will be completed individually, in order for me to know what the children have retained from the lesson. This way, I can test students knowledge after the lesson without my help or peer help.

Textbox 3.1.3: Learning Activities

a) What learning activities do you plan to implement in the lesson? Provide a rationale for your choices. My first learning activity will be a pre-quiz, which will be done individually. Students will be given a sheet of paper with four boxes and asked to follow certain instructions using the positional words (In front of, Behind, Between, On top of, Under, Above, Below, and Beside). The four boxes are labeled A, B, C, and D. In each box, students will be asked to draw a shape, and then draw a number in a certain position in relation to the shape. This was chosen to see how well students understand the concept of positional words. I want to know what my students know about positional words and their use, so a pre-quiz will allow me to do so. Another activity I plan to implement in this lesson is the use of students as models as I give a whole-group mini lecture on the positional names. Students will be asked to come to the front of the classroom and help me demonstrate what each positional name means or looks like. My next learning activity that will be implemented in the lesson will be a game. We will play this game as a group. I will give the different table groups clues of where an object or person is located using our positional words, and they have to tell me what or who it is. This was chosen as an opportunity for students to use what they know and work together. Groups will put their knowledge to the test, after they have had a quiz, and after we have discussed the content of the lesson. This was also a fun way to keep students engaged and to use their own environment as a way to learn material. Once we have taken our quiz and played the game, students will now be ready to complete their final assessment individually. The students will be asked to pick an object in the classroom, and write a sentence telling where the object is located using one of the positional words that we have talked about throughout the lesson. This particular activity was chosen so I know what they have achieved after reviewing the material. They use what they know and have learned to summarize what they have been doing during the lesson. b) How do the chosen activities address student strengths and needs? Using the pre-assessment, I was able to see who was strong in this area and was not; who understood and who needed more help. Throughout my experience, I have noted strengths in teamwork and engagement, and needs in independent motivation and work ethic. Since the students work so well in groups, I knew a group-based game would be perfect for them as they learn about positional words. They will be engaged the whole time and have the opportunity to have fun while doing it. I notice a lot of my students do not seem to enjoy doing work, so I like to find different ways to motivate them. For this lesson, I did not put a lot of limitations on what they could do. This lesson encourages them to use their surrounding environment, and they have the option to choose whatever object(s) to draw and write about. I also believe that game will also give them some motivation since a lot of their interests are in game playing. When students are given limitations on what they can do when it comes to learning, they dont show as much motivation or enthusiasm to complete any assigned tasks as teachers would like them to. At the end, I will allow them to color their finished product, which I have observed is another thing they enjoy. Since my students need motivation, I will make sure that my lesson, and any lesson I teach, will give them that drive to want to use what they know to get things done!

c) How do your class demographics inform the design of the learning activities you chose? All of my students are different, and that is true for any class. In this particular class, each child is very unique in their own way have different needs. There are a couple of ELL students,

and students with minor special needs. I always keep this in mind when it comes to the planning of a lesson. For this specific lesson, I realized that I have students who learn differently so the activities I plan must be created with them in mind. This can go back to my instructional strategies that I plan to incorporate in my lesson. Within my lesson, I use models, demonstrations, hands on activities, group and individual instruction, and other things. My lessons, including this one, must have an array of strategies since all of my students are different. With that being said, the activities I chose have all been carefully planned with each child in mind, so that when the time comes to present the lesson, they will feel involved and understand the material. Textbox 3.1.4: Materials, Resources, and Technology a) What materials and resources will you use to support your instruction and student learning? Provide a rationale to support your choices. The materials and resources I will use to support instruction and student learning will be a quiz, Smart Board, handwriting paper, and a rubric. The quiz will be used as a pre-assessment to determine what my students know about the material that will be introduced to them. A simple quiz will be used because I want to know what the students know before I can help them reach the learning goal. The Smart Board will only be used to have the correct spelling of the positional words for the students as they complete their post-assessment. In order for me to be able to walk around and spend time with each student equally, having the correct spelling on the board will be much easier. I tend to spend some time with students helping them spell and stretch out words, so in order for them to complete this assignment in short amount of time, the words will already be written on the board. The handwriting paper was chosen because my students still need practice with their handwriting. The best way to allow them to practice handwriting would be to use handwriting paper. To check for understanding, I will use a rubric. I want to be sure that my students have a good understanding of what they are being taught, so in order to help me see that, I can use a rubric. b) What types of technology do you plan to use in your instruction? The only type of technology that will be used in my instruction will be the Smart Board. I will not need to use the Smart Board for the entire lesson because I am only using it as a way for my students to correctly spell the positional words we will use, since they like to spell words right when writing. c) How will your chosen technology enhance your instruction and student learning in the lesson? Using the Smart Board will enhance instruction and student learning because throughout my clinical experience, I have observed my students asking how to correctly spell words when they are writing. In order for students to become better spellers, they have to visually see words written for them and practice using them in writing. The Smart Board will allow my students to see the words clearly, and to see them spelled correctly. Although my focus for this lesson is not spelling, this is still an important skill for students to have. Using the Smart Board for something as simple as spelling words will help me go beyond what my goal for them during this lesson is. And to reiterate a point made earlier, having the correct spelling on the board will save time, and allow me to be able to walk around the room and spend time with each student equally.

Textbox 3.2.1: Understanding Each of the Two Focus Students and Differentiating Instruction Focus Student 1: a) Identify Focus Student 1s learning strengths and challenges related to the learning goal(s) of the lesson. Focus Student 1s learning strengths related to the learning goal of the lesson are working well in groups, cooperating in group efforts, and working well alone. Focus Student 1s challenge related to the learning goal in the lesson are focusing and seeing relationships. b) Describe how you will differentiate specific parts of your lesson plan to help Focus Student 1 meet the learning goal(s) of the lesson. Provide a rationale. For Focus Student 1, I will incorporate modeling in my activities. For the postassessment of my lesson, students are required to write a sentence and draw a picture. What I ask of them, may be confusing, so I have created a model for them to show what I expect. My model that I will use will show everyone exactly what I want each student to do and how I want him or her to complete it. I observed that Focus Student 1 works well when there is a model or guide to follow as he is completing his work. c) What evidence will you collect to show the progress Focus Student 1 makes toward the learning goal(s)? To show the progress Focus Student 1 makes towards the learning goal I will use a preassessment, post-assessment and a rubric. Once Focus Student 1 has completed the both assessments, I will compare both to see if any progress or a significant change had been made from beginning to end. The rubric will be used to check for understanding on their postassessment, once students have learned the material. Focus Student 2: a) Identify Focus Student 2s learning strengths and challenges related to the learning goal(s) of the lesson. Focus Student 2s learning strengths are learning through hands-on experiences, working well in groups, and cooperating in group efforts. Focus Student 2s challenges related to the learning goal of this lesson are focusing, and remembering information. b) Describe how you will differentiate specific parts of your lesson plan to help Focus Student 2 meet the learning goal(s) of the lesson. Provide a rationale. For Focus Student 2, I will use volunteers at the beginning of the lesson to demonstrate what we will learn. Since Focus Student 2 learns best by being hands on, I thought it was appropriate to use volunteers (including herself) to help me teach the lesson. Many times, I have noticed Focus Student 2 getting excited when being called to come up to the Smart Board and write an answer on the board, or simply being a volunteer to help me visually explain a concept. I like to make my students feel as if they are a part of the lesson, so knowing how my students learn best will guide me as I make decisions on what to use.

c) What evidence will you collect to show the progress Focus Student 2 makes toward the learning goal(s)? To show the progress Focus Student 2 makes towards the learning goal I will use a preassessment, post-assessment and a rubric. Once Focus Student 2 has completed the both assessments, I will compare both to see if any progress or a significant change had been made from beginning to end. The rubric will be used to check for understanding on their postassessment, once students have learned the material. Textbox 3.3.1: Analyzing the Lesson for the Whole Class a) To what extent did the lesson facilitate student learning? What evidence did you gather to support your conclusion? Since knowing the positions of objects relative to another object is a skill students will need to know in future grades, I knew this lesson would be a perfect way to introduce these skills. Beginning with a demonstration of each positional word really helped the students see a connection between the word and its meaning. I always like to demonstrate material before actually presenting it because students need an introduction to what they will be learning. This particular lesson facilitated learning because students actually played a part in teaching the lesson. When students can be a part of the lesson, they can learn so much more, and this is something I always notice. My evidence was gathered through observation. During my times of observation, I have noticed that my students enjoy demonstrations or models because it helps give them an idea of what to expect for the rest of the lesson. From previous math lessons, I always called on volunteers to help me explain concept. Each time, every student raises their hand, and gets excited when they can come up and use the Smart Board, or use themselves as part of the demonstration.

b) How did the students use the content presented to demonstrate meaningful learning? Provide specific examples from the lesson and from the students work to support your analysis. I began the lesson by using volunteers to demonstrate the positional words that they needed to know for this lesson. This way, they were able to show their knowledge while demonstrating. After presenting the content, I had each student use what they know to complete their final assessment. But before completing the assessment, we played a little game. I had clue cards that gave clues about objects in the classroom, and the students had to guess what object I was referring to. For example, one of the clue cards said, this object is located behind the trash can The students had to look around the room and find that particular object, and each group would share what the answer was. This way, they were able to show their knowledge while sharing the answer. We did this a few times, and then the students prepared themselves for the final assessment. They were asked to pick an object in the classroom and write a sentence about its location in relation to another object. For example, I made a model for them to follow, which said They clock is above the Smart Board. They were not allowed to use my example because I wanted to see what they had retained from the lesson. This way, they were able to show their knowledge while doing independent pencil and paper work. As I walked around I noticed the

students doing a good job of picking objects and writing the sentence about its position. I was very pleased. Very few students were confused with how to complete the assessment. Looking through their work, I notice the majority of the class understood the idea of using the location of one object to identify anothers location. There were minor mistakes. c) What modifications/adaptations to the lesson did you implement during instruction for the whole class to better support student engagement and learning? Provide examples to support your decisions. To better support student engagement and learning, I used a demonstration and a model to implement during instruction. Throughout my experience, I noticed my students like to be involved in the lesson in order for them to understand the content. A few of my students learn best when things are modeled and demonstrated. To introduce the content for this lesson, I used volunteers to help me demonstrate each positional word. I figured it would be much better for them to show the words rather than me just using objects only. They loved being a part of the process! Another part of my lesson, I required them to draw an object and write a sentence about its position using one of the positional words we talked about earlier. Before giving them paper, I showed them a model of what I expected because there are a handful of students who like to know what is expected of them by way of a model or guide that I provide. The model showed them two ways of completing the assessment, and when I looked through their work, I saw that they really paid attention to my models and used one of ways I suggested. d) What steps did you take to foster teacher-to-student and student-to-student interactions? How did they impact student engagement and learning? I first began with a way to encourage teacher-to-student interaction, which was during my demonstration of specific positional words. I picked volunteers to come up and help me demonstrate each word. Together we came up with an illustration of the words to present to the class. During this time, I felt it was necessary for a teacher- to-student interaction because this is the beginning of the lesson. We worked together to make learning a bit more fun and engaging, and the students had a blast acting out each positional word! My next activity, I chose a game in which the students had to work as a team to answer clues. Not only is it important for students to interact with the teacher, but they need to interact with their peers. During this time, I could see who works well with whom, or who has trouble interacting with whom. Working together as a team, they had to talk with one another and collectively come up with an answer. Each student in the group had a chance to voice their opinion of what they answer might be, and they had the opportunity to get help from peers, if they did not know the answer. Peer help in a classroom can be very beneficial for a class of 21 and only 1 teacher. e) What feedback did you provide during the lesson to facilitate student learning? What impact did the feedback have on student learning? Provide specific examples. During the lesson, I always provided some type of feedback. During our game, students gave answers of objects that I did not even think to include as an answer. When they began doing that, I encouraged them to find other objects that were located in the same position. This really caused them to think about their answers and go beyond what was expected. I did not want to provide too much feedback during the final assessment because I wanted to see what they knew and had learned. I walked around and commented on their drawings or reminded them of the instructions, but I did not tell them if they were completing it wrong. This made them work even

harder, because they knew I would not tell them if they were right or wrong. I gave them an example of what I expected, and then I passed out their assignment and they began to work. Had they been told they were right or wrong, I do not think they would have really gotten anything out of it. Once I showed them the model, and reviewed what we learned, I wanted to see what they could do with the information given. Textbox 3.3.2: Analyzing the Differentiated Instruction for Each of the Two Focus Students a) To what extent did each of the two Focus Students achieve the learning goal(s) of the lesson? Cite examples to support your analysis. I was very proud of both Focus Student 1 and Focus Student 2! There was not much oneon-one that I had to provide in order to help them complete this activity, and that really impressed me. They both did an awesome job completing the final assessment, and completing it correctly! There was improvement from their pre-assessment to their post-assessment. Focus Student 1 went from a 75% on his pre-assessment to a 100% on his post-assessment; Focus Student 2 made 100% on both her pre and post-assessments. They both followed directions correctly, and because of that, their post-assessment was completed with 100% accuracy. Their pictures matched their sentence, which showed me they met the learning goal of this lesson. b) How did your differentiation of specific parts of the lesson plan help each of the two Focus Students meet the learning goal(s)? Cite examples to support your analysis. Throughout my clinical experience, I observed both Focus Student 1 and 2, as learners who needed visuals, models, and demonstrations to stay focused and engaged in order to complete assigned tasks with 100% motivation. Keeping this in mind as I planned this lesson, I knew I had to incorporate this type of interaction in order to meet their needs and keep them engaged in the lesson, along with the rest of the class. In order to hook both of them into the lesson, I added a demonstration, in which I used both of them in some way to explain positional words. I also used a model to exemplify what I would be looking for in the students work. After looking over their pre and post-assessments, I noted that they did a good job on both, and really showed me that they understood and knew what was expected of them. It also showed me that they paid attention during throughout the lesson in order to help them complete the tasks correctly. Textbox 3.4.1: Reflecting on the Lesson for the Whole Class a) What specific instructional strategies, resources, and technology will you use to help students who did not achieve the learning goal(s)? Describe how these lesson components will help the students achieve the learning goal(s). Overall, the whole class did a wonderful job in completing their final assessment. There were few who had little trouble but nothing that cannot be helped with other modifications or accommodations. For those specific students, strategies such as one-on-one during independent work could have been beneficial during this time. One-on-one time could have been just what they needed to better understand what was going on during the lesson, and what I expected of them. Smart Board activities could have also been incorporated in the lesson for ones who did not achieve the learning goal. This could have been used as extra practice before lettings students work on their own. There was not much time to add more activities, but extra practice is always

beneficial for students before completing the actual activity. This can help them use their own strategies more to understand what the whole lesson is about and how they will use this information. b) How will you use your analysis of the lesson and the evidence of student learning to guide your planning of future lessons? Seeing how the students achieved the learning goal, I will continue to use strategies that were helpful during the lesson, and see how I can change the ones that were not as helpful. Knowing what I did to help students achieve the goal will help figure out what I should and should not use to keep them engaged and interacting with me and others. I can go back and look through my lesson plan, and the students' pre and post-assessments and use that data to help plan future lessons. If there was something I did, that worked for some, but not all, then I can look over their work and think of other ways that is similar to that specific strategy, but add on to it to reach everyone. Since my students did so well for this particular lesson, I will reuse some of the strategies that I incorporated in the lesson, particularly active learning and modeling. I noticed these two strategies were the most beneficial, and they seemed to work the best for students as the lesson was taught, and activities were completed. These two strategies have been shown successful in previous lessons, so I believe it would be best to incorporate them again. Textbox 3.4.2: Reflecting on the Lesson for Each of the Two Focus Students a) How will you use your analysis of the lesson and the evidence of student learning to guide your planning of future lessons for each of the two Focus Students? Knowing how both Focus Students learn best, the strategies I used, I will always incorporate because according to their work, it aided them in their achievement. As a whole, I noted what worked for them and did not work for them after careful analysis of the lesson. My data analysis allowed me to see that the game we played was helpful because it provided examples of how their sentences for the post-assessment would be set up. This showed me that both Focus Students work well in groups, and that they learn and make progress through the use of a activities such as a game. Focus Student 2 had no trouble with the pre-assessment, but Focus Student 1 was a little confused. Through observation of his assessment, I was able to see what confused him. I can use this information to modify assessments to where he will not become confused. Since Focus Student 2 made 100% on both her pre and post-assessments, I will need to make future lessons a bit more challenging. Focus Student 1 made a 75% on his pre-assessment and a 100% on his post-assessment. After analyzing his work, I see that maybe I need to think of ways to simplify directions to avoid any confusion. Using their strengths and weaknesses, I can carefully plan future lessons that will meet the needs for both of these students.

b) What differentiation will you apply to future lessons for each of the two Focus Students? Provide a rationale for your choices. For future lessons, I will always apply strategies such as modeling for each of the two Focus Students. Both learn best by doing and seeing (an example or demonstration). Knowing this, I can be confident in knowing that they will be reached during the lesson because each will know what is expected, and they will also know how they can make a connection within the lesson. Since Focus Student one is a very hands-on student, I will include such activities for him.

Both students are visual learners and must be a part of the lesson in order to constantly be engaged, and in order for their focus to remain on the lesson at hand.