Shelby Hall

PPE 310 Course Number: 79591

Lacey Merritt
9/13/15

Teacher(s):

Subject:

Shelby Hall

Social Studies

Standard(s):

Standard: G3.1SS.C1.PO1 Strand 1: American history, Concept 1: Research skills for history.
PO 1: Use timelines to identify the time sequence of historical data.
Objective/Sub-Objectives: SWBAT (Sequenced from basic to complex):

How will you review past learning and make connections to previous lessons?
What skills and content are needed to ultimately master this lesson objective?
How are the objective(s) relevant to students, their lives, and/or the real world?

Students will be able to read a timeline and answer questions from the timeline.
SWBAT: Read a timeline properly
SWBAT: Answer questions from a timeline correctly
Evidence of Mastery (Measurable):

Include a copy of the lesson assessment (if applicable).

Provide exemplar student responses with the level of detail you expect to see.

Students will complete 5 questions from a worksheet that accompanies the timeline A day in
the Life of a Baker. They will work on the worksheet independently to show their
understanding for how to read a timeline. Exemplary student work will be scoring a 5/5 on the
independent practice worksheet.
Safety Management Strategy:

What precautions will be used to ensure student safety?

What classroom management strategies will be used to promote on-task behaviors?
How will students be redirected for unwanted behaviors?

Students will be given specific safety instructions before the physical activity start. They will be
told to stand up, push in their chairs for safety and put their arms out to their sides to make sure
they have enough room to move around without touching anyone. If any student is not following
directions they will be asked to choose step and will not be allowed to participate in the activity.
Differentiation/Modification:

What accommodations/modifications will you include for student with cognitive

delay?
What accommodations/modifications will you include for student with physical
handicap?

Cognitive modifications- If I had any students with intellectual disabilities I would stand next to
any student who has an intellectual disability and demonstrate exactly how to do the activity (I

dont have any students with intellectual disabilities in my classroom), Physical disability
modifications- If I had any students with physical disabilities, depending on their physical
disability I would make the activity easier for them to complete, instead of two squats they could
do one to two toe touches and instead of two jumping jacks they could do one or two jumping
jacks standing in place instead of actually jumping.
Key Vocabulary:

Materials:

Timelines: something that shows events in the

order that they happened.
Chronological order: events in the order that
they happened

Document camera/ projector

A Day in the Life of a Baker worksheet and
timeline

Opening (state objectives, connect to previous learning, and make relevant to real life):

How will you

How will you
How will you
How will you
students?

activate student interest?

connect to past learning?
present the objective in an engaging and student-friendly way?
communicate its importance and make the content relevant to your

Have student come to the carpet. Review what we have learned about past, present and future
events as well as timelines from last week. Have them share with their shoulder partner two
things they remember about timelines. Have a few students share what they remember. Then go
over the objective.
During Instructional Input Teacher Will:

During Instructional Input Student Will:

How will you model, explain and/or

demonstrate all knowledge/skills
required of the objective?
What types of visuals will you use?
How will you address
misunderstandings or common
student errors?
How will you check for
understanding?
How will you explain and model
behavioral expectations?
Is there enough detail in this
section so that another person
could teach it?

What will students be doing to actively

capture and process the new material?
How will students be engaged?

Have you ever wondered what people do all

day at their jobs? Well today we will look at
a day in the life of a baker. Pass out the A
Day in the Life of a Baker timeline and
questions. Explain that the timeline shows a
series of events in chronological order. The
can be displayed in short amounts of time,
such as hours or minutes. Have them look at
the timeline of a typical day at the bakery.
Model answering the first two questions

Students will be sitting quietly and watching the

teacher model the first two questions. They may
ask questions after the teacher has finished
modeling.

explaining how you found the answers

(using the timeline).
During Guided Practice Teacher Will:

How will you ensure that all

students have multiple
opportunities to practice new
content and skills?
What types of questions can you
ask students as you are observing
them practice?
How/when will you check for
understanding?
How will you provide guidance to all
students as they practice?
How will you explain and model
behavioral expectations?
Is there enough detail in this
section so that another person
could facilitate this practice?

Have students work with a partner to

complete the next three questions about the
timeline. Go over the answers and explain to
the students that if they agreed with your
answer they will do two squats and if they
disagreed with your answer they will do two
jumping jacks. You will do this for all three
questions. Students will be given safety
expectations: you must stand up, push in
your chairs for safety, put your arms out to
the side to you to make sure you have
enough space and follow all directions for
the physical activity to make sure you do not
hurt yourself or anyone else. Cognitive
modifications- If I had any students with
intellectual disabilities I would stand next to
any student who has an intellectual disability
and demonstrate exactly how to do the
activity (I dont have any students with
intellectual disabilities in my classroom),
Physical disability modifications- If I had
any students with physical disabilities,
depending on their physical disability I
would make the activity easier for them to
complete, instead of two squats they could
do one to two toe touches and instead of two
jumping jacks they could do one or two
jumping jacks standing in place instead of
actually jumping.

During Guided Practice Student Will:

How will students practice all

knowledge/skills required of the
objective, with your support, such that
they continue to internalize the subobjectives?
How will students be engaged?
How will you elicit student-to-student
interaction?
How are students practicing in ways
that align to independent practice?

Students will work with their shoulder partner on

the next three questions from the timeline. Then
they will participate in the physical activity
when the teacher is going over the answers.

During Independent Practice Teacher

Will:

How will you plan to coach and

correct during this practice?
How will you provide opportunities
for remediation and extension?
How will you clearly state and
model academic and behavioral
expectations?
Did you provide enough detail so
that another person could facilitate
the practice?

Have students complete the last five

questions for independent practice. Fast
finishers can create their own timeline about
someones typical day. They can interview
someone else who finished early,
documenting what they do and what time
they do it. They will put the information in
chronological order with a title, times, events
and illustrations.

During Independent Practice Student Will:

How will students independently

practice the knowledge and skills
required by the objective?
How will students be engaged?
How are students are practicing in
ways that align to assessment?
How are students using selfassessment to guide their own
learning?
How are you supporting students giving
feedback to one another?

Students will work on the last five questions for

independent practice. They will work
independently and they may raise their hand if
they need support or have questions for the
teacher. If they finish early, they can interview
another student who is also finished and then
create a timeline about that students typical day.

Closing/Student Reflection/Real-life Connections:

How will students summarize and state the significance of what they learned?
Why will students be engaged?

Come back and discuss objective once everyone has finished the independent practice. If
students feel we have met the objective they will show this by doing two arm raises, if they feel
they did not fully meet the objective they will show this by doing two squats. . Students will be
given safety expectations: you must stand up, push in your chairs for safety, put your arms out to
the side to you to make sure you have enough space and follow all directions for the physical
activity to make sure you do not hurt yourself or anyone else. . Cognitive modifications- If I had
any students with intellectual disabilities I would stand next to any student who has an
intellectual disability and demonstrate exactly how to do the activity (I dont have any students
with intellectual disabilities in my classroom), Physical disability modifications- If I had any
students with physical disabilities, depending on their physical disability I would make the
activity easier for them to complete, instead of two arm raises they could do one or two arm
raises without standing up on their calves and instead of two squats they could do one or two toe
touches. This physical activity will help let me know how the students feel about meeting the
objective for the day.

Post Lesson Reflection

Incorporating physical activity into a social studies lesson is a very simple way to help students be active
as well as increased their engagement. For this lesson, students were answering questions that went along with a
timeline about a day in the life of a baker. One thing that went well during this lesson was that this physical
activity greatly increased student engagement. One of the highlights of the activity was when the students asked
Can we do this again? The students really liked this because it is something they have never done before and
it allowed them to get up out of their seats during the lesson. It was also a great way for the teacher to check for
understanding. During one of the questions, one student disagreed with the teacher about the answer to a
question so she made sure to review this question so the student could see how she got the answer. She did this
for all 3 questions, having the students do different physical activities each time. This lesson went very well and
went mostly as planned and the students seemed to really enjoy it. However, some students had trouble

following directions. They were told to only do two of the physical activities and instead they did multiple arm
raises or jumping jacks. This may be because this activity is so new to the students, over time with practice and
guidance; they should be able to do this activity following all directions the first time. The teacher candidate
received some great feedback from her mentor teacher. The mentor teacher noticed how engaged and excited
the students were to get out of their seats and move around. The activities were structured so students werent
just running around the room; there was a clear purpose for the physical activities. They have even discussed
incorporating more physical activities like this into more lessons. Throughout the physical activity part of the
lesson, most of the students were on task and well behaved. However, the teacher candidate did have to remind
them to only do two squats, arm raises or jumping jacks, because many of them did more than two. She had to
say Make sure you follow directions or we wont be able to participate in this activity. She also gave social
approval to students who were participating and following directions by nodding my head and smiling to show
them they were doing what they were supposed to. Also, she overlooked inconsequential behavior when the
students were talking during the physical activity. During the lesson the teacher candidate was moving around
quite often to support students who had questions or needed help. She was constantly up and moving around the
room and during the physical activities she participated as well. It seemed that the teacher candidate was able to
reach all of the students because she was walking around the room during the entire lesson. During the physical
activities part of the lesson, there seemed to be pretty short student response latency. When she told the students
to stand up and push in their chairs they did it immediately. She explained the directions and expectations for
the activity and then she asked them the question that accompanied activity. They all participated as soon as she
finished asking the question. When we were done they all sat back down in their seats and moved on to the next
part of the lesson. To ensure that all physical activities have seamless transitions and efficiency, the teacher
candidate could make sure to explain all directions and expectations in detail before having the students start the
activity and she could also have a word that she could say such as go to signal that they are to start the
activity. Overall it was a great lesson that helped increase the students physical activity during the day and
hopefully they can continue to incorporate physical activities into lessons every day.
Video Link: https://youtu.be/hqJeTkd4RSA

Criteria

Exemplary (5)

Proficient (3)

Unsatisfactory (1)

Integration
of physical
activity

Instructional plans include:

Instructional plans include:

Instructional plans include:

Standards and
Objectives
(S&O)
Presenting
Instructional
Content (PIC)

Activities and
Materials
(A&M)

Teacher
Content
Knowledge
(TCK)

All learning objectives and

state content standards are
explicitly communicated and
not altered with the
integration of physical
activity. (S&O-TAP)
Lesson activities include
integration of physical
activity component in at least
two parts of the lesson plan
Integration of the physical
activity component does not
detract from the academic
content
Teacher regularly
implements a variety of
subject-specific instructional
strategies to enhance student

Most learning objectives and

state content standards are
communicated and are only
slightly altered with the
integration of physical
activity. (S&O-TAP)
Lesson activities include
integration of a physical
activity component in at least
one part of the lesson plan
Integration of the physical
activity component slightly
detracts from the academic
content
Teacher sometimes
implements subject-specific
instructional strategies to
enhance student content

Few learning objectives

and state content
standards are
communicated and are
drastically altered with
the integration of
physical activity. (S&OTAP)
Lesson activities include
integration of a physical
activity component in
only one part of the
lesson plan, nor not at al
Integration of the
physical activity
component significantly
detracts from the
academic content

Score: x1

Modification
s for safety &
classroom
management
and for
children with
special needs
Expectations
(Exp)

Environment
(Env)
Instructional
Plans (IP)

SCORE: x1

content knowledge. (TCKTAP)

Activities and materials
include: (A&M-TAP)
o Sometimes activities are
game-like, involve
simulations, require
creating products, and
demand self-direction
and self-monitoring.
Presentation of content
always includes (In Video as
well): (PIC-TAP)
o Concise communication
of expectations for
student performance of
the physical activity.
o Modeling by the teacher
to demonstrate his or her
performance
expectations.
Safety issues for integrating
physical activity are well
thought out and described in
the lesson as well as
demonstrated in the Video
Classroom management
techniques are clearly
defined and demonstrated in
the Video
Instructional plan include:
(IP)
o Evidence that plan is
appropriate for the
age, knowledge, and
interests of all
learners and;
o Evidence that the
plan provides regular
opportunities to
accommodate
individual student
needs...to include
one modification to
accommodate
students with
cognitive disabilities
and one for students
with physical
disabilities
Teacher creates learning
opportunities where all
students can experience
success. (Exp-TAP)

knowledge. (TCK-TAP)
Presentation of content most
of the time includes (In
Video as well): (PIC-TAP)
o Concise communication
of expectations for
student performance of
the physical activity
component.
o Modeling by the teacher
to demonstrate his or her
performance
expectations.

Safety issues for integrating

physical activity are
somewhat thought out and
described in the lesson as
well as demonstrated in the
Video
Classroom management
techniques are somewhat
defined and demonstrated in
the Video
Instructional plan include:
(IP)
o Evidence that plan is
appropriate for the
age, knowledge, and
interests of most
learners and;
o Evidence that the
plan provides some
opportunities to
accommodate
individual student
needs, to include one
modification to
accommodate
students with
cognitive disabilities
or one for students
with physical
disabilities
Teacher creates learning
opportunities where most
students can experience

Teacher rarely
implements subjectspecific instructional
strategies to enhance
student content
knowledge. (TCK-TAP)
Presentation of content
rarely includes (In Video
as well): (PIC-TAP)
o Concise
communication of
expectations for
student performance
of the physical
activity.
o Modeling by the
teacher to
demonstrate his or
her performance
expectations.

Safety issues for

integrating physical
activity are not thought
out and/or not described
in the lesson as well as
demonstrated in the
Video
Classroom management
techniques are vague an
somewhat demonstrated
in the Video
Instructional plan
include: (IP)
o Little evidence
that plan is
appropriate for
the age,
knowledge, and
interests of mos
learners and;
o Little evidence
that the plan
provides some
opportunities to
accommodate
individual
student needs,
and does not
include one
modification to
accommodate
students with
cognitive
disabilities or

The classroom is arranged to

promote individual and
group learning. (Env-TAP)

success. (Exp-TAP)
The classroom is arranged to
promote individual and
group learning. (Env-TAP)

Video of
Presenting
Instructional
Content

SCORE: x1

Video presentation of content includes:

Self-reflection

SCORE: x1

visuals that establish: purpose

of the lesson, preview the
organization of the lesson, and
include internal lesson
summaries
submitted to YouTube Unlisted
or another secure option agreed
with your instructor
examples, illustrations,
analogies, and labels for new
concepts
modeling by the teacher to
demonstrate his/her
performance expectations
concise communication
logical sequencing and
segmenting
all essential information
no irrelevant, confusing, or nonessential information

Self-reflection was well

thought out and included at
least 6 specific examples from
the teaching experience on: (a)
what went particularly well, (b)
what you will change next
time, and (c) the feedback you
received from your mentor
teacher; (d) managing
classroom behavior, (e) teacher
movement, (f) response latency,
(g) using student names, and (i)
providing positive praise
Self-reflection was the
appropriate length (1-2 pages),
in APA and in third person
Rubric was attached at the end
Title page was used
Appropriate highlighting was
used

Video presentation most of the time

includes:

one for students

with physical
disabilities
Teacher creates an
environment where
mistakes and failure are
not viewed as learning
experiences. (Exp-TAP)
The classroom is not
arranged to promote
group learning. (EnvTAP)

Video presentation of content rarely

includes:

visuals that establish: purpose

of the lesson, preview the
organization of the lesson, and
include internal summaries of
the lesson
examples, illustrations,
analogies, and labels for new
concepts and ideas
modeling by the teacher to
demonstrate his/her
performance expectations
submitted to YouTube Unlisted
or another secure option agreed
upon and shared with your
instructor
logical sequencing and
segmenting
all essential information
no irrelevant, confusing, or nonessential information

Self-reflection was somewhat

thought out and included 4-5
specific examples from the
teaching experience on: (a) what
went particularly well, (b) what
you will change next time, and
(c) the feedback you received
from your mentor teacher; (d)
managing classroom behavior,
(e) teacher movement, (f)
response latency, (g) using
student names, and (i) providing
positive praise
Self-reflection was the
appropriate length for the
assignment (1-2 pages)
Not in third person
Rubric was attached but not at
end
Highlighting was not correct

visuals that establish:

purpose of the lesson,
preview the organization o
the lesson, and include
internal summaries of the
lesson
examples, illustrations,
analogies, and labels for
new concepts and ideas
modeling by the teacher to
demonstrate his/her
performance expectations
concise communication
logical sequencing and
segmenting
all essential information
no irrelevant, confusing, o
non-essential information
no submission through
YouTube Unlisted or any
other secure option agreed
with your instructor
Self-reflection was not we
thought out and included
less than 3 specific
examples from the teachin
experience on: (a) what
went particularly well, (b)
what you will change next
time, and (c) the feedback
you received from your
mentor teacher; (d)
managing classroom
behavior, (e) teacher
movement, (f) response
latency, (g) using student
names, and (i) providing
positive praise
Self-reflection was too sho
for the assignment and not
in third person
Rubric was not attached

No title page was found

No highlighting was found