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Northern State University
Student Teaching Experience

Teacher Work Sample
Fall 2017
Candidate Name: Bailey Sheridan
Candidate Website Address:
Candidate ID Number: 7213230
Name of School where data Koch Elementary

was collected:
Subject/Content Area: Generals
Grade Level: 4th Grade
Date Submitted:
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: electronic submission)
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Description
A Teacher Work Sample (TWS) is designed to assess the impact of teacher candidates instruction
on students learning as well as provide evidence of candidates teaching performance during the
Student Teaching Experience. The TWS assignment includes the following tasks:
I. Professional Goal Setting and Reflection

II. Contextual Information
III. Instructional Design and Implementation
Format
Ownership: Complete the cover page verifying the TWS to be your own authentic work.
References and Credits: If you refer to another persons ideas or material (such as theorists), cite
these in a separate section at the end of the TWS under References and Credits. (APA is
recommended)
Font and Spacing: Use Arial size 12 font, double space all narrative portions, and print on both
sides.
Anonymity: Do not include the names of individual students, teachers, or staff as well as
participating schools in any part of the work sample in order to insure the anonymity of all involved.
Submission
An electronic copy of your completed TWS must be submitted to:
D2L for ELED/SPED/SEED 488

Your electronic portfolio/professional website (please remember to remove the cover page
with identifying information before posting).
Your university supervisor (please check with your university supervisor to determine which
format (print copy or electronic) he/she prefers.
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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 educators 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.
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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:
Classroom Management
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.
I will have all students actively engaged and focus during my lessons by using a
variety of techniques that I have observed and researched on.
I chose the knowledge of pedagogy of classroom management because, I know
that classroom management is a goal all teachers work for all year round.
Classroom management is a dynamic goal that can be researched and observed
differently in every classroom. I will always strive for the best way to manage this
cooperating classroom as well as mine own classroom.
d. Describe the action plan (steps/strategies and resources) required to accomplish this goal:
I plan to use the internet for research on different classroom management
techniques. I plan to observe my classroom and cooperating teacher to build an
understanding of the teachers techniques and what the students respond most
too.
e. Reflect on your progress/growth toward achieving this goal:
I feel that my growth toward achieving my goal has been a positive growth. I am definitely more
confident in front of the class. I have gained many new, effective, strategies of classroom
management skills. My Cooperating Teacher has given me many opportunities to try new
classroom management strategies that I have done research on and I also have had success
with using her classroom management strategies. One main skill that I will take away from this
experience would be being firm right out of the gate. I know that I am young and new for the
students so they see me as a friend. Many time throughout this experience the students have
tried to test me with their actions and comments. From previous and current experiences I have
been firm with the students when need be. I now know when I need to be firm and serious and
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when I need I can be firm and fun with the class. Students have showed me respect more and
more each week. This experience has helped me gain more confidence in myself and in my
classroom management skills.
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 taken from Educational Testing Service Praxis Performance
Assessment for Teachers (PPAT) Candidate and Educator Handbook, copyright 2015. All rights reserved.
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Contextual Information: This chart is designed to help you understand the many factors that affect teaching
and learning. Such factors include the community, classroom procedures, student demographics, and the
physical environment in which teaching takes place. 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 Grade: 4th grade

(All subcategories listed in this box are required.) Total # of students: 40 students
Students grade and developmental levels; the age range
Age range: 9-10
of students; the content area being taught; any other Content area: Language arts, Reading,
factors that are pertinent to understanding your class Science, Math, and Social Studies
assignment
Community Rural area

(e.g., whether the area is urban, suburban, or rural; Population: 3,353
socioeconomic information; census data for the
community)
District Enrollment: 1,130

(e.g., enrollment; percent of students receiving free or Free lunches: 235
reduced-priced lunches; graduation rates; ethnicities;
percent of students with IEPs; percent of students who are
Reduced lunches: 86
ELLs; per-pupil expenditures) Ethnicities: Caucasian, Black, Hispanic,
Native American, and bi-racial
% of Students on IEPs: 15% of 946
ELL students: 35
School Enrollment: 401
(e.g., enrollment; percent of students receiving free or Free Lunches: 109
reduced-priced lunches; ethnicities; percent of students
with IEPs; percent of students who are ELLs; teacher-to-
Reduced Lunches: 35
student ratio) Ethnicities: Caucasian, Black, Hispanic,
Native American, and Bi-racial
Students on IEPs: 50 students

Classroom Demographics Ethnicities: Bi-racial- 2, Hispanic- 2,
(e.g., ethnicities; gender ratios; special needs, including Caucasian- 15
those of gifted students, those of students physical needs,
and those due to cultural characteristics).
Gender ratio: 12 male - 7 female
Special needs: IEPs- 7, Speech: 7
Physical needs: Hearing 1
Cultural Characteristic needs: 4
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Knowledge of Students Language needs: 4 students
(in terms of the whole class and individual students) Behavioral differences: ADHD- 2 students
(e.g., language needs; approaches to learning; prior
learning and experiences; academic
proficiencies/behavioral differences; areas of interest).
Task III: Instructional Design and Implementation

Objective: Candidates design, implement, and assess a minimum of five lessons from multiple
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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: Bailey Sheridan
Subject: Prefix
Date: 9/29/17
PLANNING
List the Common Core/State Standard(s) to be addressed in this lesson.
3.RF.3.a. Identify and know the meaning of the most common prefixes and derivational suffixes.
Rationale (cite theories or theorists):

I will be using behaviorism theory from Skinner. I will use positive reinforcement for each student
in order to create a bond of trust and positive behavior.. They will receive praise and rewards
when necessary. I will also be using Jean Piaget theory of constructivism. I believe, just as he did,
that all students learn better by doing rather than being told.
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 identify and master the 3 prefixes; non, mis, and re after this lesson.
Describe how the learning objective(s) and the learning outcomes is/are appropriate for the
age/developmental level of the students.
The learning objective and the learning outcomes are appropriate for the age/developmental level
of the students because they will be able to pronounce the words correctly when they read out
loud. They will also be able to give a speech using this learning objective.
List the materials/resources you will need to teach the lesson.
Whiteboard
prefix note cards
base word note cards
Prefix sort activity sheet
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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.
They will use their assigned Chromebooks to take a IXL N.4 quiz online about prefixes.
Accommodations
Describe the accommodations/differentiation/modifications you will use to meet the needs of all learners
and accommodate differences in students learning, culture, language, etc. *
I will accommodate for multiple students. For 2 students who are ELL students, I will modify by
picking 1 prefix, Re and 3 base words that make sense with the prefix Re. For 3 other students
who are on IEPs, I will pick 2 prefixes; Re and Non. They will have to be able to identify those 2
prefixes with 5 base words. They will also have to know the meaning when changed into a base
word with a prefix.
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.
For my pre-assessment I plan to measure the students level of understanding toward the learning
object prior to teaching by, an informal base word prefix sort. The students will be given a base
word at their desk with a piece of tape. I will next tape the 3 prefix words; Re, Non, and Mis on the
board. When called upon they will have to walk up to the board and place their base word under
the prefix that they see fit.
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)
With the given results of the pre-assessment it is clear that students will need further instruction
with the lesson. Although there were a few students who could tell me what a pre-fix is, they could
be in use of further instruction on exact prefixes with re, non, and mis. I will adjust the lesson
accordingly, I will continue with more emphasis on Non and Mis as it is apparent that the prefix
RE was more recognizable for students in a couple of examples.
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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 multiple classroom management skills. I first will make sure all students are welcomed and cared
for right as they walk in. They will feel that this classroom is a safe learning environment. I will use the
word class and they will repeat it back to me and turn their eyes and ears toward me to show that I have
their attention. I will show authority in the classroom as I see fit. I will be patient with those that are of need
of extra assistance. I will keep them engaged and focused while adding in some fun. I will make sure to
give praise when needed.
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.
First, I will gather students into their seats and let them know that they will be learning
about prefixes.
I will ask students about previous knowledge of prefixes.
I will then pass out 1 note card to each student that has a base word written on one side.
Next, I will tape the three prefixes; Re, Non, and Mis onto the whiteboard.
After, I will call upon students to go tape their base word under the prefix they see fit.
After all students have had the chance to tape their base word on the board, I will then read
out loud the base word with the prefix as they read them along with me.
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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).
First, they will grab their whiteboards and markers.
I will begin by choosing 5 base words in the 3 categories.
Next, I will have them write the 5 chosen base words.
We will discuss the meaning of each word without a prefix.
I then will ask them to write the chosen prefix in front of each of those words.
I will ask for volunteers to give me the definition when the prefix is added to the base word
and how it changed.
Next, with their white board they will come up with one base word on their own and put the
correct prefix in front of the base word to change the meaning.
We will do this until I have whole class participation and focus.
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?
The students will work independently with a partner in prefix sorting activity.
The two partners will categorized 3 cards into Pre - Re - and Mis-
Next the partners will discuss and sort all base words that sound correctly with the
categorized prefixes above.
Once they have sorted each card they will switch with another pair of partners and they will
look how the others sorted their cards, as there are different words that can be put into
different categories.
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.).
To close the lesson I will pull them back into whole class discussion.
We will discuss what a prefix does and how it changes the meaning of a base word.
Examples from volunteers will be encouraged.
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.
https://www.ixl.com/ela/grade-4/determine-the-meaning-of-a-word-with-pre-re-or-mis
Time it took to reach

100% Mastery
Student 1 6 min
Student 2 5 min
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Student 3 3 min
Student 4 3 min
Student 5 13 min
Student 6 7 min
Student 7 4 min
Student 8 3 min
Student 9 3 min
Student 10 3 min
Student 11 14 min
Student 12 3 min
Student 13 3 min
Student 14 7 min
Student 15 4 min
Student 16 10 min
Student 17 3 min
Student 18 2 min
Student 19 2 min
Student 20 2 min
Student 21 2 min
Student 22 4 min
Student 23 2 min
Student 24 8 min
Student 25 4 min
Student 26 5 min
Student 27 3 min
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Student 28 4 min
Student 29 3 min
Student 30 2 min
Student 31 2 min
Student 32 3 min
Student 33 5 min
Student 34 9 min
Student 35 3 min
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.
All students were to complete the IXL standard to a 100% mastery. I set a timer for 20 minutes
and the results are recorded above. Each student mastered this standard and all under 20
minutes. The objective of this lesson was for all students to identify and master with a 100% and
that is exactly what they achieved. They all sorted each card correctly in their sorting activity and
even were able to identify other based words with different prefixes as you will see in the video.
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.
This lesson was a very fun lesson to teach. I feel that this lesson went really well. I believe I had
great classroom management. I feel this is true, because during this lesson in the video during
7:16 I asked the students what non- means and gave the instructional cue with my hand for all to
answer and only a few answered. After hearing only a couple of students answer, I asked to hear
the whole class tell me what the prefix non- meant. After giving that instructional cue and re-asking
the class to answer all together, the whole class participated. I also feel that I had a few strong
moments with interactions with students and instructional strategies. For example, in the video on
6:39 I had a student up at the board participating in the sorting of his word and he was stuck.
Although he was stuck, I knew this students comfort and I praised hi m in front of the class for his
thought process. I announced to the class that this student's thought process was a great strategy.
He wasnt sure about his answer so he was putting his base word in front of each prefix to decide
which one sounds the best and makes the most sense. While watching the video of the lesson I
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felt that I could have worded some things differently in protection of the students feelings. For
example, in the video on 8:08 I asked the class if anyone that a card was incorrect. After hearing
that, I am hoping no one felt discouraged if it wasnt in the correct spot. If I had the chance to re-do
this lesson I would definitely change my wording there. I would kindly ask first if everyone agrees
with all the cards in the category. I would then rephrase my words and ask, if you think a card has
been misplaced or could possibly go in another category which one would they suggest to further
help their classmates understanding of prefixes. I would also remind the students that you can put
any prefix in front of a base word and make a new word. I would let them know they cant truly
misplace the base word card but there is always a best choice that could sound a little better. The
students love the sorting activity and I am happy with the outcome of their post assessment
results!
Lesson #2

Subject: Social Studies
Date: 10/10/17
PLANNING
4.G.1.1. Locate major political and physical features of South Dakota and the United States on a
map or globe.
K-12. G. 3. Students will recognize the characteristics of the processes that shape places or
regions.

that all students learn better by doing rather than being told.
Students will be able to name all 11 states and their capitals in the West region; Washington,
Oregon, California, Hawaii, Idaho, Nevada, Utah, Montana, Wyoming, and Colorado. They will
also be able to show where they are located on a map. They will be able to locate and name the
Pacific Ocean.
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of the students because they will be able to identify the 11 states and capitals in the West Region
on a map.
Promethean board
Computer
Blank Map
YouTube
Blank State page
Criteria sheet
Example of State project
Pencils
Colored pencils
Chromebooks
Technology
I will use the computer, Promethean board, Chromebooks, and YouTube. I will use the computer
to write on the promethean board for our pre-Assessment labeling on our maps. I will also use the
computer for the YouTube URL song on States and Capitals. I will use the promethean board to
show the students my example for the map project. The students will use their assigned
Chromebooks for their map project research. This will enhance instruction and student learning by
helping students memorize their states and capitals. It will also give them the chance to research
more on the internet using the assigned website.
Accommodations
For the students that are on IEP I will modify our map project and map test. For the map project, I
will modify by them only having to find 1 symbol and 1 landmark instead of 2. For 1 student that is
on more than 1 IEP, I will have that student only do 1 symbol and no landmarks. For the map test I
will modify the 8 students tests by highlighting only 3 states by color and they have to match
those 3 states with the color giving them only 3 options out of 11. For 1 student they will only label
the 11 states and NO capitals.
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For the pre-assessment I will have the blank map of states and capitals on the promethean board.
I will have them raise their hand and come up to the board to label the state and capital. I will keep
track of who has labeled correctly and who hasnt.
With the results of the pre-assessment it shows that the students are in need of further instruction
of the West region states and capitals. Only 2 students were able to tell me the correct name and
location of a state and capital. As stated in the lesson objective they will need to know all 11 states
and capitals. With the results of only 2 students correctly locating and stating only 1 state and
capital I will adjust my lesson accordingly. I will play the states and capital song as they come into
the classroom and as they are leaving. This will give the students an extra source to study their
states in capitals in a fun way. I will also be sure to have the students label the capitals directly on
the state that they have labeled. This will give the students an opportunity to get the state and
capital correct with only losing one point if labeled in the wrong location.
I will use multiple classroom management skills. I first will make sure all students are welcomed
and cared for right as they walk in. They will feel that this classroom is a safe learning
environment. I will use the word class and they will repeat it back to me and turn their eyes and
ears toward me to show that I have their attention. I will show authority in the classroom as I see
fit. I will be patient with those that are of need of extra assistance. I will keep them engaged and
focused while adding in some fun. I will make sure to give praise when needed.
Implementation
I Do
First we will listen to the states and capitals songs on YouTube
Then we will state out loud the 12 states and capitals we will be discussing
We Do
I will pull up a blank map of the West region on the promethean board.
I will next hand out a blank map of the West region to each student.
Next I will call out a state from the West region and the students will raise their hand if they
can come up to the board and try to label the correct state.
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Once labeled, we will label the capital of that state. To ensure the retaining of the states
and capitals I will have the students repeat the state and capital 3 times. Once in whisper,
once in a deep voice, and once in a high-pitched voice.
We will continue this until all 12 states and capitals are located and labeled.
Before letting them continue on, we will talk about what a landmark is and what websites
they can use to research.
You Do
objectives?
First the students will have the YouTube song of the states and capitals on a label in their
planner to listen to at home.
They are also given a blank map to fill in and study at home.
Next I will assign each student a different state from the West region.
They will research, draw, color, and label these few things; 2 landmarks, state, capital, and
two state symbols.
They will next give information and one interesting fact about their findings.
When completed, they will present theirs to the class and tell us all about their research that
they found!
Lesson Closing
I will pull the class all together and as whole group we will discuss all 11 states and
capitals. We will discuss the Western region and the big landmarks in the Western region.
To end the lesson finally, I will play the YouTube song about states and capitals and
encourage them to sing along.
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Analyze
The post-assessment results show significant improvement. In the pre-assessment only 6 kids
could label one state correctly and only 2 kids could label a capital of the West region. Now the
class average of the post-assessment was a 97%. The students did very well with the states and
capitals of the West region. This was a very encouraging moment! The only reason most of them
didnt get a 100% was either they forgot to label the Pacific Ocean or they switched two states
around. A factor that could have effected this was that I should have double checked everyone's
labeling before they went home to practice. Overall they improved significantly from the previous
Midwest region map test, which is great!
Reflect
conclusions.
I felt that my activities were very engaging and gave the students a more hands-on way for
students to learn the states and capitals of the West region. The activities and music gave an
emphasis of the learning objective and students seem to enjoy it all. This engagement also helped
with minimal behavioral issues. Another thing that went positively well was the pre- and post-
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assessment. I felt that using the YouTube video in the classroom before and after the lesson each
day before the test and putting the link in their planners to listen at home was a good tool for all
the students. This allowed students to not only hear the song for a better memorization tool but to
also visualize through the drawings and connection on the map in the video. I feel that I could
have given the students more space in the classroom to work rather than just at their desk. I also
wish I could have had more time to give the students for their state projects. If I were to revises
this lesson I would definitely give each student a bigger sized paper of their state. I would also
have them work with a partner to research and complete the project. This would not only cause
less of a stressful time frame for the students but there would also be more discussion of the West
region between classmates. Overall this lesson went encouragingly well!
Lesson #3

Teacher Candidate Name: Bailey Johnson (Sheridan)
Subject: Mathematics
Date: 10/18/17
PLANNING
4.OA.5 Generate a number or shape pattern that follows a given rule. Identify apparent features of
the pattern that were not explicit in the rule itself.

in order to create a bond of trust and positive behavior. They will receive praise and rewards when
necessary. I will also be using Jean Piaget theory of constructivism. I believe, just as he did, that
all students learn better by doing rather than being told.
Students will be able to extend patterns of cubes or tiles.
of the students because they will be able to use their multiplication, addition, and subtraction facts
to extend the pattern/table. They will relate this topic to stories and blocks that they have played
with as children.
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-Cubes (40 per pair)

-White board
-Dry erase marker
-Dominoes
Technology
N/A
Unfortunately I didnt incorporate any technology in this lesson plan.
Accommodations
I will first use differentiated instruction by having small group rotations for the main lesson. I will
put the students into groups of similar needs and throw in some students who are more successful
and confident to differentiate the groups learning. I will also accommodate for one student who
has broken her leg. I will have us put together desks to accommodate her location of relaxation
rather than sitting at the back table. I will also modify the assignment for the SPED students that
are on math IEPs.
I will use their prior knowledge from the previous lesson given by the Cooperating Teacher. The
students have showed progress in extending tables, but when given the situational extending
table, Its back to square one. The different labeling of the tables, throws them off.
With this previous knowledge from past lessons in this unit, I will use their prior knowledge and
focus more on the organization and writing part of tables. I will also work with them closely with the
labeling of answers as well.
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Implementation
I Do
To introduce the lesson I will make show the students the blocks we will be using during the lesson.
I will hand out 40 cubes to each student and try to give them their favorite color.
I will explain to them that we will building with these blocks to better understand situational
extending tables.
I will read aloud a story problem and write the extended table on my white board.
Next we will organize our extended table and writing our labels.
We will discuss the stories input output similarity to labeling from our story.
We Do
To provide multiple opportunities for the students we will use a visual aid using blocks.
After discussing the story problem and the similarities of input output labeling, we will use the
blocks to finish the extending of the table.
I will have the students start with using the blocks for 1 story using 4 blocks, then 2 stories using 8
blocks, then 3 stories using 12 blocks, then I will have them try and figure out the next to blank
spaces using the visual aids of blocks.
Once the problem has been figured out, we will discuss if we didnt use the blocks, what would the
rule be to figure out the extended table.
You Do
objectives?
To independently practice the students will play a game of input/output dominoes. They will have a set of
dominoes and will create a 4 rules using 1 subtraction rule, 1 multiplication rule, 1 division rule, and 1
addition rule. Once they have created 4 rules they will use those 4 rules to use the dominoes to show
those rules. Once they have found corresponding dominoes with their rules, they will call me over to check
them out. After they have used their own rules, they will switch their rules with a partner and that partner
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has to find corresponding dominoes.
Lesson Closing
I will pull the group back into whole group and discuss the extended patterns that were used with the
visual aid of the blocks.
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Analyze
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Worksheet 2-5
Student 19
Student 17
Student 15
Student 13
Student 11
Student 9
Student 7
Student 5
Student 3
Student 1
0% 20% 40% 60% 80% 100% 120%
Percentage
The post-assessment results showed great improvement. Most students that didnt reach a better
score, were the ones who didnt double check their work for the rule. The students did improve
however from previous lessons before this one. That was an encouraging moment for me. I could
have talked more about double checking to get the correct rule. Overall, they did improve greatly
from the pre-assessment!
Reflect
conclusions.
This lesson was a great success! With the visual aids using blocks, the students were able to
grasp a better understanding of geometric patterns and extending tables. The students also had
lots of exciting fun while learning. With the students excitement and success in learning, the
students were able to stay engaged and focused. There was frequent feedback and participation
throughout the entire lesson. We made sure to repeat organization and labeling of the extended
tables. There was also frequent repetition of finding the rule for each table and checking each box
to make sure of the rule. My lessons involved several engaging ideas that gave the students the
opportunity to challenge themselves. I made sure to be clear of the objective and what objective
they were needing to meet. In the video during part 2, you can see how actively engaged the
students are during their independent practice. We were in deep discussion of their rules and why
they chose the dominoes for that rule. My classroom management skills were successful as well. I
used the phrase class and knowing I had their complete attention they responded with Yes.
The students thoroughly enjoyed this lesson, as did I! If I were to reteach this lesson, I would be
sure to give the students more time for independent practice. I would also give them them a set
sheet of rules for the domino activity for them to be even more engaged with minimal questions of
how to play. Overall this lesson was successful in all teaching styles and hopes! I will definitely
use this lesson in the future when given the opportunity!
24 | Page
Lesson #4

Subject: Antonyms
Date: 11/8/17
PLANNING
4.L.5.C Demonstrate understanding of words by relating them to their opposites (antonyms) and
to words with similar but not identical meanings (synonyms).

that all students learn better by doing rather than being told. I will keep my teaching more focused
on active hands-on teaching rather than lecture style teaching.
Students will be able to identify words that have opposite meanings. (Antonyms) They will be able
to identify antonyms within a given context and receive a smart score of 90 or above.
The learning objectives and learning outcomes are appropriate for this age and developmental
level of students because they will need to know the opposite meanings of words to help expand
their vocabulary. They will use this in their everyday life of conversations and work environment.
25 | Page
Notecards with antonyms

Spoons
IXL website
List of groups
White board
White board markers
Computers
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.
Each student will have their own Chromebook. They will use their Chromebook for the post
assessment on the IXL website.
Accommodations
I will accommodate during my lesson by wearing a voice enhancer. It projects my voice louder and
throughout the room more for a student who is hard of hearing. I will also modify the activity and
post assessment. I will modify the activity by giving the group of students who are on IEPs, a
stack of antonym cards that have words that are in their vocabulary level. This group of students
will also go out in the hall with a paraprofessional for a quieter atmosphere. I will also modify their
post assessment on IXL by having them receive a smart score of 75. .
The pre-assessment for this lesson will be using the note cards that I have planned for the activity.
I will hold up a antonym card and they will raise their hand to give me the word that means the
opposite. I will periodically ask the class for each definition of two antonyms. I will do this until
each student has answered one or more antonym. I will keep track in my head as to how many
students answer correctly and how many students answer incorrectly.
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)
26 | Page
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.
focused while adding in some fun. I will make sure to give praise and rewards when needed. I will
encourage students to answer even if they arent 100% sure of their answer. I will remind them
that no one is perfect and our answers dont always have to be correct. I will encourage them to
answer questions no matter right or wrong for the fact of a learning experience for themselves and
peers.
Implementation
I Do
First we will go through the meaning of antonyms
27 | Page
Next I will randomly call on someone they will give me a random word.
Then I will ask the class what the opposite of that word would be.
I will do this a couple of times until they get a hang of it.
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).
Next the students will be given a card with a word written on it.
They will all read their word out loud to the class.
Next I will guide the students in an activity called I have, who has
In between words I will give an example of sentences they could use with both words.
After each student has gone I will instruct them of the next activity.
You Do
objectives?
The students will engage in a game of Antonym Spoons
First I will explain the concept and rules of the basic game of spoons
Next I will explain our individualized game of Antonym spoons
Then I will put students into their previously chosen groups
After put into groups I will join one group and have the other students gather around for an
example round.
Next they will go back to their groups and play a practice round while I walk around and
monitor
After I can see that each student knows the rules and concept they will play Antonym
spoons
If too easy, or if we have extra time will try to play one big round with one another
Lesson Closing
After the students are done playing a couple rounds of Antonym spoons I will have them clean
up and have them go back to their seats. We will discuss the easier antonyms from the games
and we will then discuss the more difficult antonyms of the game. I will ask for a couple of example
sentences from students that seem confident. After a couple of examples, I will ask the students
what an antonym is and then dismiss them to get their Chromebook for the post-assessment.
28 | Page
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.
The post-assessment results show significant improvement. In the pre-assessment, very few
students were unable to define what an antonym is. Now, the class seemed to gain lots of growth
after the lesson. The reason some students werent at mastery level is some ran out of time for
being out class for SPED development. Overall, they improved with great scores and more
knowledge in antonyms!
29 | Page
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.
This lesson went great! The students had so much fun with the activity I created. During the whole
lesson I felt the students were engaged and focused in. I had frequent feedback and participation.
I made sure to be repetitive of what an antonym is. I made sure they knew what objective they
would be meeting. I incorporated many ideas that would benefit their knowledge of antonyms in
the assessment. I would give the students example sentences with antonyms. I also provided the
students with the specific antonyms that would show up on their post-assessment. I had many
great opportunities for classroom management and interaction with students. In part 1 of the video
the students were very chatty and I used the prompt of saying class and they would repeat
class back to know that I have their attention and focus. If students continued to talk out of turn
after 2 warnings, I had them move down their dog bone on the behavior chart. At the end of
class, those who didnt have to move down and followed directions while staying focused was
rewarded by moving up their dog bone on the behavior chart. I also encouraged the students to
answer even if they werent sure of the correct answer. In part 4 of the lesson video, I was able to
participate and watch each group's participation in the game part of the lesson. I had the chance
to hear their feedback and laughter. If I were to reteach this lesson, I would possibly have two
days to play this antonym game so that they would have a little more practice. I would also have
better classroom management during this game. They werent completely attentive while I was
giving directions once I put them into their groups and gave them the cards. If I were to teach this
lesson again I would put them into their groups, explain what I want them to do with the cards,
then hand out the cards. Then I would explain what I want them to do with the spoons, and then
hand them the spoons. Finally I would let them play and continue going to each group and
observing and giving input. Overall this lesson went terrific and I will be using this in the future with
the given opportunity!
Lesson #5

Teacher Candidate Name: Bailey Johnson (Sheridan)
Subject: Science
Date: 11/17/17
PLANNING
4-PS3-2: Make observations to provide evidence that energy can be transferred from place to
place by sound, light, heat, and electric currents.
30 | Page
4-PS3-4 Apply scientific ideas to design, test, and refine a device that converts energy from one
form to another.

in order to create a bond of trust and positive behavior. They will receive praise and rewards when
necessary. I will also be using Jean Piaget theory of constructivism. I believe, just as he did, that
all students learn better by doing rather than being told. I will keep my teaching more focused on
active hands-on teaching rather than lecture style teaching.
Students will be able to use their knowledge to complete a hands on activity of brainstorming to
use an electrical current to light a bulb.
Students will be able to know the different types of energy and where energy comes from.
Students are constantly using and creating energy. The objective and the learning outcomes are
appropriate for the age/developmental level of the students because it is important for them to be
educated about how they can create energy and where all the energy they use comes from.
Promethean board
Science textbook
YouTube
Science website
pencils
batteries
light bulb holder
three lengths of wire
switch
Scratch paper
IPad
Computer
Technology
31 | Page
I will use the several types of technology during this lesson. I will first use the promethean board
and my computer to project the interactive science website. This technological instruction will
enhance student learning by giving the students a chance to participate in the interactive reading
on the promethean board. The students will be able to read from the board and work as a class to
choose the best answers to fill in the paragraph. I am also using the promethean board and a
computer to show a Bill Nye video about energy on YouTube. This will enhance student learning,
as it will give the students a fun look at how energy is provided from our world and where it comes
from in our surroundings. I will also be using the IPad in my lesson plan. I will be using them to
have students walk around the school and take videos or pictures of energy throughout our
school. This will enhance instruction and their learning by giving the students an opportunity to see
how energy is used in real life. It will enhance my instruction by prompting new questions and
examples about energy around the school and our whole world in real life experiences.
Accommodations
For differentiated instruction I will have students use context clues to infer definitions. I will also
have students work in small groups to explain the terms to one another. For our vocabulary, to
accommodate for our 5 SPED students I will have them draw out and explain to the Para in the
room. For our 3 ELL students I will pronounce each term and have them repeat it back. Then I will
show them images of energy and they will have to explain how they think the image relates to the
definition.
To measure the student's level of understanding toward the learning objective. I will have the
students complete a short little pre-test. I will have a paper on each student's desk and as they
come in they will take 5 minutes to write a few sentences on naming 3 types of energy and where
that energy comes from.
With these results it is quite apparent that the students need further instruction on this material of
energy. One student did get a high score but this is one student that usually gets higher achieving
scores. It is obvious that he is familiar with this specific lesson topic. He was the only one to raise
his hand and give an accurate answer about energy. I will adjust the lesson accordingly as it
seems all areas of this topic still need to be covered.
32 | Page
Implementation
I Do
First, to introduce the lesson, I will throw out some of the vocab words and their definitions.
I will then ask the students what these vocab words sound like.
After probing questions, they will find out we are talking about Energy.
I will then talk about a little of the types of energy; heat, light, sound, and motion.
We Do
After discussing the types of energy I will give the students a little activity.
They will be given a partner and an IPad.
Their goal is to go out into the school and in 5 minutes they will quietly find 6 pictures of the
types of energy and snap a picture or video with their IPad.
Once they have snapped or recorded their 6 types of energy they will come back to the
classroom.
They then will showcase their video or pictures of each type of energy in front of the class
on the promethean board.
Before moving into independent practice I will have the students watch a clip of a Bill Nye
video about types of energy and transferring energy.
You Do
objectives?
To engage the students in independent practice, they will do an experiment with a light
bulb, battery, and wire.
They will be given a bucket with those three objects; light bulb, battery, and wire.
Their goal is to light the light bulb with only using the giving items.
After 5 minutes of hard work and different ideas, I will pull them together again.
We will discuss different ideas that didnt work or some of the ideas that did work.
We will then discuss how other things work with electricity.
I will remind them of the storing of energy in the battery and the insulation and exposed
wire.
Next they will go back to their items and try again.
Hopefully they will find success!
33 | Page
Lesson Closing
To close the lesson and reemphasize the lesson objective, I will pull them together in whole group
and discuss the different types of energy and ask for examples. We will then talk about the
success of their experiment and how it worked with energy. Finally, they will help me list all the
types of energy and where it comes from.
There was no post-assessment, as this lesson takes about a month to incorporate all of this
together. I did measure the students level of understand toward the learning objective by the
success of their light bulb experiment.
Analyze
With the results of their success on their experiment, I would declare this lesson successful and
achieving. 100% of the students found success in their light bulb experiment and could tell me
how the energy is used and where it came from. They were also able to give me examples of
other types of energy used to create the success of the experiment. Compared to the pre-
assessment, the students have gained the knowledge of their surroundings of energy!
Reflect
conclusions.
This lesson was a success! The students had a lot of fun with this entire lesson. They were very
engaged throughout the lesson and participated more than I could imagine. They gave great and
frequent feedback and examples of energy. I made sure to be repetitive of my objective outcome. I
incorporated many ideas to give them the best opportunity to have success at the end of the
lesson. They also had many opportunities to discuss how relevant this lesson related to their lives.
I felt that I had successful classroom management strategies and skills, as the students were
engaged and focused with minimal behavior outbursts. I also had great interaction time with the
students. I was able to interact with each student individually with almost every activity and get
their feedback! After the lesson was over, I was able to let every student move their dog bone up
on the chart for great participation and focus in class. If I were to teach this lesson again, I
wouldnt change much, but I would give the students and myself more time with this particular
lesson. They enjoyed the light bulb experiment so much and if I allotted myself more time, I could
have let them do another experiment involving a mini motor and generation following the light bulb
activity. The second experiment would incorporate the light bulb activity and the two would
incorporate more transferring of energy. All in all, I believe this lesson was almost exactly how I
34 | Page
would have wanted it to turn out!
Teacher Work Sample Scoring Rubric

Student Teaching Experience
Teacher Candidate Name:_________________________________________________________________

Semester: Spring Fall Year 20____
Grade/Subject Area______________________________________________________________________
Task I: Professional Goal Setting

Components Advanced/Excellent Proficient/Competent Basic/Developing Below Basic/
4 3 2 Needs Work
1
35 | Page
Candidate identifies one Candidate identifies one goal Candidates identifies one Candidate does not
well-planned goal and and communicates goal but does not identify a well-planned
effectively communicates reasons/justifications for why adequately provide goal nor provide a reason
reasons/justifications for why s/he chose the goal. reasons/justifications for for the selection of the
s/he chose the goal. the selection of the goal. goal.
Candidate provides an
Candidate provides a action plan for the
Candidate provides an Candidate does not
detailed action plan for the achievement of the goal and
action plan for the provide an action plan for
achievement of the goal and cites resources s/he will use
achievement of the goal the achievement of the
Professional Goal cites any specific resources to enhance goal
s/he will use to enhance goal achievement efforts. but needs to work to goal.
Setting and Reflection achievement efforts. develop a more specific
Candidate effectively list of resources to be Candidate is not clearly
Candidate is highly effective communicates any used for achievement of able to reflect on his/her
at communicating any progress/growth made that goal. performance in the area
progress/growth made toward the goal in the of goal
toward the goal in the reflection. Candidates reflection on setting/achievement.
reflection. goal achievement is
minimal and needs
development.
Task II: Contextual Information
4 3 2 Needs Work
1
Candidate clearly identifies Candidate identifies several Candidate identifies very Candidate does not
numerous contextual factors contextual factors contextual few contextual factors identify the contextual
which may impact the factors which may impact the which prohibits his/her factors.
instructional strategies, strategies, approaches, and ability to fully recognize
approaches, and assessments used to any impact those factors
Contextual Factors assessments used to support support their students would have had on
their students learning. learning. potential strategies,
approaches, and
assessments used to
support their students
learning.
Task III: Instructional Design and Implementation
4 3 2 Needs Work
1
All lessons contains Most lessons contains Lessons contain minimal Lessons contain no
evidence of setting evidence of setting evidence of setting evidence of setting
measurable objectives that measurable objectives that measurable objectives measurable objectives
are clearly aligned with are aligned with specific that are only somewhat and are not aligned with
specific state and/or national state and/or national aligned with specific specific state and/or
standard(s). standard(s). state and/or national national standard(s).
standard(s).
Lessons allow for numerous Lessons allow for Lessons allow for no
Standards/Objective connections across the connections across the Lessons allow for very apparent connections
s curriculum which serve to curriculum which serve to few connections across across the curriculum;
build understanding, and build understanding, and the curriculum which do students are not able to
encourage application to real encourage application to real not build understanding, build an understanding or
world issues. world issues. nor encourage apply to real world issues.
application to real world
issues.
36 | Page
Incorporates a well-aligned Incorporates a pre- Incorporates a pre- Does not incorporate
pre-assessment to measure assessment to measure assessment which evidence of a pre-
students prior knowledge of students prior knowledge of partially measures assessment to measure
the learning objective and the learning objective and students prior students prior knowledge
purposefully utilizes the somewhat utilizes the results knowledge of the of the learning objective.
results to inform to inform planning/instruction learning objective but Does not include copies
planning/instruction for the for the lesson and post fails to adequately utilize of the Pre- and Post-
lesson and post assessment. assessment. the results to inform Assessments used.
Assessment Includes copies of the Pre- Includes copies of the Pre- planning/instruction for Does not include a copy
and Post-Assessments used. and Post-Assessments the lesson and post of a key/product to show
Includes a copy of a high used. assessment. desired outcome.
quality key/product to show Includes a copy of a Includes copies of the
desired outcome. key/product to show desired Pre- and Post-
outcome. Assessments used.
Includes a copy of a
key/product to show
desired outcome.
Purposefully and consistently Incorporates the use of Is still developing the Does not incorporate the
incorporates the use of available technology to ability to incorporate the use of available
available technology to somewhat enhance use of available technology to enhance
further enhance instruction in instruction in ways that technology to enhance instruction nor provide an
ways that authentically engage most of the students instruction in ways that explanation for why
engage all students in the in the learning experience. engage the students in technology is not utilized.
Technology learning experience. For For cases where technology the learning experience.
cases where technology is is not utilized, candidate For cases where
not utilized, candidate provides an explanation. technology is not utilized,
provides a logical candidate provides an
explanation. explanation.
Purposefully adjusts Adjusts instruction during Attempts to adjust Does not adjust
instruction during lesson lesson planning and instruction during lesson instruction during lesson
planning and implementation implementation in order to planning and planning and
in order to significantly meet meet some of the identified implementation but the implementation in order to
Differentiation, all of the identified needs of needs of individuals, small differentiated instruction, meet the identified needs
Accommodations, individuals, small groups or groups or the class by accommodations and of individuals, small
and Modifications the class by including including general methods of modifications used do groups or the class. No
specific methods of differentiation, not fully meet the differentiation,
differentiation, accommodations and identified needs of accommodations and
accommodations and modifications. individuals, small groups modifications present.
modifications. or the class.
Numerous Management and Management and Management and
management/motivational motivational strategies are motivational strategies motivational strategies to
strategies are clearly identified and rationale is are not clearly identified enhance student
identified and rationale provided for how these and rational is lacking engagement and learning
Management provided for how these strategies enhance student evidence of how these are not identified.
strategies serve to engagement and learning. strategies fully serve to
significantly enhance both enhance student
student engagement and engagement and/or
learning. learning.
Purposefully activates Activates student interest by Attempts to activate There are no clear
student interest by including an student interest but attempts to activate
consistently including a effective/engaging needs to work to develop student interest.
highly-effective/engaging introduction and closing. a more effective lesson Candidate does not
introduction and closing. opening and closing. include evidence of an
Introduces and reinforces effective opening and/or
Effectively introduces and the learning objective(s) so Needs to be more closing.
repeatedly reinforces the that students are cognizant purposeful about
learning objective(s) so that of expected outcomes. introducing and Learning objective is not
Lesson
students are cognizant of reinforcing the learning reinforced throughout the
Implementation expected outcomes. Presents all content in a objective so that the lesson.
(I Do/We Do/You Do) sequential manner and students are cognizant of Content is not presented
Presents all content in a provides opportunities for expected outcomes. in a sequential manner
sequential manner and modeling and practicing the and candidate does not
provides numerous skills and content needed to Content is not always provide evidence of
opportunities for modeling meet the learning presented in a sequential allowing opportunities for
and practicing the skills and objective(s). manner and candidate modeling and practicing
content needed to meet the needs to provide more the skills and content
learning objective(s). Checks for student opportunities for needed to meet the
understanding throughout modeling and practicing learning objective(s).
Consistently checks for most of the lesson cycle and the skills and content
37 | Page
student understanding provides evidence of re- needed to meet the Candidate does not check
throughout the entire lesson teaching/remediation where learning objective(s). for student understanding
cycle and provides detailed necessary. throughout the lesson
evidence of re- Checks for student cycle and there is no
teaching/remediation where Includes reasons for why the understanding evidence of re-teaching
necessary. instructional strategies and throughout most of the /remediation.
learning activities chosen for lesson cycle and
Includes numerous detailed the lessons are provides little evidence of Does not includes
reasons for why the developmentally appropriate re-teaching/remediation reasons for why the
instructional strategies and (claims are somewhat where necessary. instructional strategies
learning activities chosen for supported by relevant and learning activities
the lessons are theory/research that is cited). Includes reasons for why chosen for the lessons
developmentally appropriate the instructional are developmentally
(claims are supported by strategies and learning appropriate (claims are
relevant theory/research that activities chosen for the not at all supported by
is clearly cited). lessons are relevant theory/research
developmentally nor sufficiently cited).
appropriate (claims are
not sufficiently supported
by relevant
theory/research nor
sufficiently cited).
Includes professional-quality Includes average-quality Includes poor-quality No quality
table/charts/graphs which table/charts/graphs which table/charts/graphs table/charts/graphs which
clearly show post show post assessment which do not clearly show post assessment
assessment results (and pre- results (and pre-post show post assessment (and/or pre) results.
post comparison if comparison if applicable) results (or pre-post
applicable) Provides a description of the comparison if applicable) Does not provide a
Provides detailed description post assessment results Provides a weak
description of the post
of the post assessment which somewhat addresses description of the post
assessment results is
results which thoroughly most of the following items: assessment results
addresses all of the following students progress toward which does not weak and illogical and
items : mastery of the objectives adequately address the does not address all of
students progress toward from pre-to-post following items: the following items:
Analyzes mastery of the objectives factors that may have students progress
from pre-to-post affected the post toward mastery of the students progress toward
factors that may have assessment results objectives from pre-to- mastery of the objectives
affected the post assessment how the results of the post post from pre-to-post
results assessment highlight what factors that may have factors that may have
how the results of the post areas of the lesson will affected the post affected the post
assessment highlight what require re-teaching (if any) assessment results assessment results
areas of the lesson will how the results of the how the results of the
require re-teaching (if any) post assessment post assessment highlight
highlight what areas of what areas of the lesson
the lesson will require re- will require re-
teaching (if any)
Identifies, describes, and Identifies, describes, and Identifies, describes, and Fails to adequately
explains more than two explains two successful explains only one identify, describe, or
Lesson Reflection: relevant successful teaching teaching strategies and/or successful teaching explain successful
strategies and provides provides supporting strategy and/or provides teaching strategies and
Successes detailed supporting evidence evidence for why they were only minimal supporting provides no supporting
for why they were effective. effective. evidence for why it was evidence.
effective.
Identifies and describes more Identifies and describes two Identifies and describes Fails to adequately
than two challenges challenges encountered only one challenge identify, describe, or
Lesson Reflection: encountered throughout throughout the lesson. encountered throughout explain challenges
lesson. the lesson. encountered throughout
Challenges
lesson.
Identifies and describes more Identifies and describes two Identifies and describes Fails to identify and
than two significant ideas for ideas for redesigning the one idea for redesigning describe an idea for
Lesson Reflection: redesigning the lesson and lesson and provides details the lesson and provides redesigning the lesson
provides full details to to support the redesign. very minimal details to and/or provides no details
Improvements support the redesign. support the redesign. to support the redesign.
Overall Professional Quality of Teacher Work Sample
38 | Page
4 3 2 Needs Work
1
Content Organization: Content Organization: Content Organization: Content Organization:
All formatting requirements All formatting requirements Most formatting Few formatting
followed: (Cover page, followed: (Cover page, requirements followed: requirements were
references/credits, font and references/credits, font and (Cover page, followed: (Cover page,
spacing, anonymity) spacing, anonymity) references/credits, font references/credits, font
and spacing, anonymity) and spacing, anonymity)
Paper is well organized with Paper is organized.
clarity of thought and Paper is somewhat Paper requires much
purpose. organized but candidate better organization of
needs to continue to content and candidate
develop communicating needs to significantly
thought and purpose. develop in the area of
communicating thought
and purpose.
Writing Skills Conventions: Conventions: Conventions: Conventions:
Writing has very few errors in Writing has only occasional Writing has frequent Writing has numerous
spelling, grammar, errors in spelling, grammar, errors in spelling, errors in spelling,
punctuation, and/or sentence punctuation, and/or sentence grammar, punctuation, grammar, punctuation,
structure. structure, but does not and/or sentence and/or sentence
significantly detract from structure, and this structure, errors which
overall quality. somewhat detracts from significantly detract from
overall quality. overall quality.
Overall Quality: Overall Quality: Overall Quality: Overall Quality:
Professionally written, high- Adequately written, average Writing and quality of Poorly written, low-quality
quality paper. quality paper. paper are in paper. Resubmission
development but required.
resubmission is not
required.
39 | Page

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Northern State University

Student Teaching Experience

Candidate Name: Bailey Sheridan

Candidate Website Address:

Candidate ID Number: 7213230

Name of School where data Koch Elementary

Subject/Content Area: Generals

Grade Level: 4th Grade

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

Signature of Candidate Submitting the TWS: electronic submission)

I. Professional Goal Setting and Reflection

D2L for ELED/SPED/SEED 488

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

1. Conceptual Framework Goal Statement, Action Plan, and Reflection:

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

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

Categories of Contextual Factors Description of the Contextual Factors

General Context of Your Students Grade: 4th grade

Community Rural area

District Enrollment: 1,130

Task III: Instructional Design and Implementation

Millicent Atkins School of Education: Common Lesson Plan Template

Rationale (cite theories or theorists):

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

Time it took to reach

Millicent Atkins School of Education: Common Lesson Plan Template

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

Rationale (cite theories or theorists):

-Cubes (40 per pair)

Teacher Candidate Name: Bailey Sheridan

Rationale (cite theories or theorists):

Notecards with antonyms

Millicent Atkins School of Education: Common Lesson Plan Template

Rationale (cite theories or theorists):

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

Teacher Work Sample Scoring Rubric

Teacher Candidate Name:_________________________________________________________________

Task I: Professional Goal Setting

Overall Professional Quality of Teacher Work Sample

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