PSU

TEACHER WORK SAMPLE

TEMPLATE

Your First and Last Name:

Amber Kloster

Date Submitted:

11/29/2015

District where you completed

the TWS:

Carl Junction R1

Name of School Building

where you completed the
TWS:

Carl Junction Junior High School

Content Area of your TWS:

Physical Education

TWS Unit Topic:

Frisbee

Grade Level of the

Classroom / Students in
Which the TWS Unit Was
Completed:

7th and 8th

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I. Contextual Information and Learning Environment Factors

A. Narrative General Contextual Information for Community, District, and School (limited to 1 page)
In the Carl Junction Junior High building there are 35% of students that are economically disadvantaged . There are 35% of students on free lunch and 9% on

reduced lunch. This school building is very active in raising money, doing can food drives, and other fundraisers. For Christmas I know each
classroom is collecting canned foods, and the classroom with the most canned goods brought in wins a prize. Carl Junction school district also
provides shop with a cop to provide Christmas money for families at a disadvantage. I think this is all very important for the kids to experience at
such a young age. They get to experience the joy of helping out others.
At the Junior High building there are 522 students. All 7th and 8th grade students are in the same building. The ethnic diversity is not very diverse.
White is the primary race in these grades at 90.8%. The next highest are, Multi race at 3.4% , Hispanic at 2.9% and Black at 1.3%.
Then gender ration in my class that I am using for my teacher work is all female. There are eighteen girls in the class. I think that I would lose
participation from the girls in junior high, if girls and boys had to participate together. My cooperating teacher and the booys Jr. High physical
education teacher co-teach together. This allows them get through instruction quickly and without having to talk over one another. After instruction
is over the boys and girls separate for activity.

Table 1.1 Class Contextual Information (limited to 1 page)

Grade level __7th and 8th_____ Content area (e.g., mathematics) ___P.E.__________
Topic (e.g., geometry)___Frisbee__________
Age range of students __12-14_____________
Number of male students ____0_______
Total number of students ____18________
Number of female students ___18_______
Percentage of students receiving free lunch ___35% building__ Percentage of students receiving reduced lunch____9%__________
[if free/reduced lunch information not available for class, provide school percentages]
Area in which students live (check all that apply) Urban _____ Suburban ______ Rural __x____
Ethnicity of students (give numbers)

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____0__ African American or Black

____0__ Native American/Alaskan Native
____0_ Asian or Pacific Islander
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___1___ Hispanic or Latino

__17__ White
____0__ Other (specify) __Indian________
2

Language proficiency of students (give

numbers)

___18___ Fluent English Proficient

___0___ English Language Learners

Identified special needs categories

represented (give numbers)

____0___ Specific Learning Disability

____1___ Speech/Language Impaired
____0___ Hard of Hearing
_____0__ Visually Impaired
____0___ Deaf
______0_ Orthopedically Impaired
____0___ Deaf-Blind
____0__ Emotionally Disturbed
____0___ Other Health Impaired
__--_0___ Autism
____0___ Multiple Disabilities
____0___ Mental Retardation
___-0____ Brain Injury
___2____Gifted
____0___ Established Medical Disability (0-5 yrs) ____1___ Developmentally Delayed
___-0____ At risk for developmental disabilities
__
__-_0_ Other (Specify)

Subgroup Selected (describe the group) :

Rationale for Selection:

Provide appropriate charts/graphs to display demographic data for district, school, and classroom in Appendix A.
Table 1.2 Student Characteristics for Whole Class (limited to 1 page)
Student Characteristics
Intellectual Characteristics
- Including readiness,
cognitive abilities, learning
needs, developmental levels,
etc.

Specific Descriptions
This class almost always follows directions. They have good listening skills. There are times when they are extra
noisy, or get too aggressive, but if you stop the activity and warn them they always fix the problem. Providing this
class a lot of structure and making sure they are constantly doing the right thing is important.

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Previously demonstrated
academic performance/
ability:
% Above standard __20%___
% Meets standard
__99%___
% Below standard ___1%__
Social Characteristics
- Including emotional,
attitudinal, motivational, etc.

For the Frisbee unit I was pleased with the results. Everyone but one student passed the unit standards. The students
that passed the skill could throw a Frisbee twenty feet to a partner standing inside of a hula-hoop eight out of ten
throws.

Personal Characteristics
- Including physical, social,
individual experiences,
talents, language, culture,
family and community
values, etc.

All students are very personable; none of them have a problem talking to me.

This class of 7th and 8th grade girls is all very friendly to one another. They all have been in school together since
kindergarten. I have had a few behaviors with them while playing competitive sports, but once I got on to them the
behavior stopped.

B. Narrative: Implications for Whole Class Instruction Based on Information from Table 1.2 (limited to 1 page)
Overall this is a well-behaved class. Like every class it is important to be strict at first to set your ground rules and make sure to follow those rules.
As the kids got more comfortable with me, I started becoming a little more relaxed. I had one student in class that would get unset if her team lost. I
talked with her before we would play a competitive game and warn her that she needed to be respectful. This worked with her and made class easier.

C. Sub- Groups/Students Information

Describe this
subgroup/student
using information
from Table 1.1
SUBGROUP Students could throw a
Frisbee accurately to a
or
partner without any prior
FOCUS
instruction.
STUDENT

Why was this

subgroup/student
selected?

What was learned about this subgroup/student?

I selected this group

because 7th and 8th grade
students have prior
knowledge of throwing the
Frisbee from years prior.

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Intellectual
These students are competitive with one another and wanted to do better than the others in
class. They have fun with on another in class.

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Social
These students celebrate in class and have good sportsmanship.

Personal
These students were always engaged throughout the whole class. They never got
sick of playing the game. These students also never pretend that they are hurt so
they can sit out of the game. They are always wanting to participate.
The focus student I
choose likes to have the
attention on her. This
student does great if
things are going her
way, but for example if
SUBGROUP she is losing or is not
or
good at that skill she
FOCUS
always comes up to me
STUDENT to pout.

Intellectual
This student is happy and has fun if whatever activity or game we are playing is
going their way. Once this student is not getting their way, or they are losing is
when this student starts to act out and look for attention.

Social
This student seeks for attention throughout class. It is not that she acts out as
much as just trying to talk to me. She does get a long with most everyone is the
class.
Personal
I have noticed that it helps this student if I give her brief one on one proximity.
Let this students start off our game and she how this student reacts to it, then
evaluate and decide the students emotion of the game

D. Narrative Implications for Sub-Groups/Focus Students Instruction (limited to 1 page)

I have found out the importance of breaking down skills in a unit to help students get better at throwing the Frisbee. It is important to demonstrate every step of a
skill or activity that I am teaching. I found out that student demonstration made it easier for them to understand the skill and relate this to themselves.

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II. Instructional Design

A. Narrative Description of Range of Objectives and Rationale for Selection (limited to 1 page)
The ranges of objectives while teaching this unit were kept quite simple. They were basic and to the point. I am saying basic objectives, but these
objectives were still challenging students throughout this unit. I chose these objectives because they are the most important when it comes to
breaking down Frisbee. It was important that I kept every objective in order and did not skip around because for some student they have never been
introduced to Frisbee. As students got more comfortable with Frisbee, I could allow students to play games using the skills they learned.

B. State Objectives Here: Focus should be on student performance not activities. What will students know or be able to do? (limited to 1 page)
Obj.
No.
1
2
3
4
5

Level(s)
(e.g. Blooms
Taxonomy)

Unit Objectives
Students will be able to identify their opposite foot and throwing arm to throw the Frisbee.

Remembering
For students to know correct Frisbee throwing form.

Understanding

For students to incorporate the throwing form they learned previous.

Applying

For students to know how to correctly stand to throw a Frisbee.

Applying

Students will be able to use the correct Frisbee throwing and be able to throw to their partner.

Applying

etc

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C. Identify State Standards Benchmarks Addressed by Unit Objectives How do objectives address these standards? (limited to 1 page)
1. Fundamental Movement Skills and Games
Demonstrate individually and with a partner manipulative skills in a stationary position and while moving (e.g., throwing, catching, kicking,
striking, volleying, and dribbling)
The objectives address this standard because the students learning to throw to a partner while while in a stationary position and correct form, it
allows students to use that skill outside of school. Whether it is playing around with friends after school, or participating on a team sport. Some
students do not get introduced to how to throw outside of school, so it is nice for those students to learn this skill and be able to apply it any time
they need to.
Although teaching this skill only covers one standard, other standards might briefly be touched also. The game two games this class will play, after
the first day of instruction Frisbee throwing and catching, lets them work in teams. Being on teams for students is important, because it lets them
practice working with others and how helping others out is a good thing. Also, that helping out your teammates makes the game last longer.

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Table 2.1 Instructional Design Unit Plan

Pre-Assessment:
Lesson

Date

11/16

11/17

11/18
11/20

T
R
I

Lesson
Objecti
ve(s)

1,2

1,2

1,2,4

Instructional Activities/
Strategies
During this activity I taught the various
ways to throw a Frisbee, mainly focusing on
the backhand throw. I used a lot of
demonstrating and gave key words. Doing
this allowed me to introduce the skill of
throwing a Frisbee to the students. Having
them throw to a partner spread out evenly
throughout the gym allowed my to observe
which students had previous experience
throwing a Frisbee.
During this activity I taught how to catch a
Frisbee with an open hand. I also taught
how to lead a throw to there partner. I
demonstrated how to throw the Frisbee a
few feet in front of there partner to help
them chase after the Frisbee.
This lesson I reviewed over the main throws
we had learned. I also reviewed how to
catch and throw a lead throw. For this
lesson we played ultimate Frisbee. I
emphasized on the main rules of the game.
I told students to make sure that they ask a
question if they did not understand a rule.

Formative
Assessment
(formal/informal)

Describe Specific Adaptations/

Differentiation

Informal

For this lesson the main objective I stressed was for

students to not follow through on the backhand
throw past there hip. I had each student practice the
throw without a Frisbee to teach them where to let
go of the Frisbee.

Informal

For this lesson I wanted students to be able to throw

and catch a Frisbee in a game like situation. By
teaching students to lead a person with the Frisbee
taught them how to throw to a teammate during a
game and with accuracy.

Formal

For this lesson I wanted the students to

incorporate everything they had learned and
practice for the skill. This lesson let me
recognize the more advanced students in
this class at this skill.

4
5
6
7
8
Etc.
Summative Assessment:
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T- Lesson integrates technology; R- Lesson uses reading strategies; I- Lesson demonstrates integration of content across and within content fields

Table 2.2: Narrative Description of Pre-assessment, Formative Assessments, and Summative Assessment (limited to 2 pages)
Which
objectives Identify how the assessment will be
Describe the assessment to be Explain rationale for choosing
II. D, H, and K
does this
scored and/or the criteria to be
used
this assessment
assessment used for evaluation.
address?
This assessment is scored from 010, 10 being the best. I gave
students no prior instruction on
how to throw a Frisbee.

Pre-Assessment
(Diagnostic)

Formative Assessment
- Informal

Practice turned into a game. This

helped students who needed more
help with this skill. This also help
students work together as a team.

Formative Assessment
- Formal

n/a

Summative
Assessment

This was a checklist that graded

students on improvement of
throwing a Frisbee with accuracy.
This was the same test I gave at
the beginning of the unit.

1,2

The students will be scored on two

different areas. The first area is how
much knowledge they have at the
beginning of the unit, the second being
how much they learn throughout the first
day of instruction.

I chose this assessment because it

incorporated all of the skills I had
taught. This game was similar to the
game the students had learned in the
previous unit. I made the game more
challenging by making smaller teams
so that all students had to participate.

1,2,3,4

I did not score on this assessment,

this day was to strictly to help student
who did not score high on the first
assessment. This was also to allow
the students to have more fun with the
skill and get more comfortable
throwing and catching the Frisbee.

n/a

n/a

n/a

1,2,3

The students kept track of how many

throws were caught by there partner
and reported the scores to me.
Having already scored the students at
the beginning, I was already familiar
with who could do what, and could
watch for students improvements

I chose this assessment to see which

students had prior knowledge of
throwing the Frisbee. This also help
to the learn the skill level of each
student.

I chose this assessment to see how

much each student had improved
throughout the unit and incorporate
student learning.

Narrative for Instructional Design

II. E.
Why are the lessons sequenced in this
manner?
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I sequenced the lessons this way because I wanted to break the skill down and work our way up.
Starting with the most basic instruction and building off each one. I think doing this is always
important, mostly because you never know which students have previously learned the skill. Some
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of these students had never been introduced to Frisbee.

II. F.
What learning strategies were incorporated
into this unit?
How do the instructional strategies/activities
address the learning objectives for this unit?

The first lesson in the unit I did a lot of talking about the backhand throw and used to key words
that student would remember and could say while the were using this skill. I also used teacher
demonstration and student demonstration everyday. I think all of these learning strategies were
very beneficial, but student demonstration was the most helpful. I think this was the most helpful
because it gave the students a better realistic vision on what the skill was supposed to look like.
These instructional strategies/activities address the learning objectives because each lesson is
building off of another. During each lesson I can evaluate and give feedback to the students who
are still struggling with meeting the objectives of that lesson.

II. G.
How will critical thinking and problem
solving strategies be implemented? Give
specific examples of use.
II. I.
Explain the reading strategies that will be
used throughout the unit. Give specific
examples. (Remember that using text is not a
reading strategy)
How will technology be integrated within the
unit? Explain both teacher use and student
use.
How does the unit demonstrate integration of
content across and within content fields?
II. J.

Critical thinking will be used in each lesson because students have to think what way they will
face each time they throw in order for the Frisbee to go where they want it to go. During the last
lesson of the unit the students have to point to there partner and critically think how they need to
adjust their body each time in order to hit the target.

n/a

n/a
n/a

What specific adaptations or differentiated

activities were used to accommodate
individual learning needs for the whole class?

Overall this class is more advanced than most of my other classes. These students are very good
listeners and there are multiple students in this class who are mature for their age. For this class it
was easier for me to observe students techniques, and give one on one feedback to students who
needed more instruction. Also since this class is almost always well-behaved, I could play the
games with them so they would not feel like I was watching them the whole class period.

What specific adaptations or differentiated

activities were used to accommodate
individual learning needs for the identified
sub-groups / students?

Some adaptations of the activities were to make the activity more challenging for those students
who were more advanced at this skill. The students who were as advanced, I gave them more
feedback, and assisted them more throughout the unit.

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Provide a copy of two complete detailed lesson plans in Appendix B.

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III. Teaching and Learning

A. Narrative: Daily Teaching Reflections (limited to 4 pages)
Day 1:
Today was the first day of the Frisbee unit. For the first day I had student do their normal warm up (5 minute run, dynamic stretches,
static stretches, pushups and sit-ups.) After the warm up I had students find a partner and then had them sit in a semi circle around me. I
introduced the Frisbee to the class and talked to them about safety while using the Frisbee. Next I told the class that they would get 10
throws to assess their accuracy and Frisbee skill. I told them that their partner would be standing 25 feet away inside of a hula-hoop. The
person inside of the hula-hoop cannot leave the hula-hoop while trying to catch the Frisbee; they must catch the Frisbee inside of the hulahoop. I the partner inside of the hula-hoop miss the throw; the partner throwing will not be counted off. That throw will still count. After
explaining the pre test I had the partners stand at there assigned area and we began the pre test. The pre test was organized well and ran
smoothly. Many students did struggle with the pre test. Students had little Frisbee skill; I thought they would have much more experience.
Day 2:
Today we were about to go outside to practice Frisbee. I began class-doing normal warm up inside, after this we all headed out to the
practice fields. I set up cones before class began. I set up cones 25 feet about and 10 feet in-between partners. Today I had students
practice the backhand throw for a couple of minutes. Next we moved on the forehand (flick) throw. I emphasized on this throw to have the
thumb inside of the Frisbee and start with the Frisbee near their shoulder and do a flick at their partner, like they were turning a handle.
The last throw we practiced was the hammer throw. I emphasized on this one that students need to start the throw above their hand and
follow through at eye level. After practicing all of the throws, I had the students practice-throwing lead throws to their partner. I feel like
students got a lot better today at throwing and catching.

Day 3:
Today I began ultimate Frisbee and we played this for the rest of the week. I began class with normal warm up, then we headed outside
where cones had already been placed for boundaries. I had the students sit around me and I taught and demonstrated rules for ultimate
Frisbee. I then split the class evenly by skill level into four teams. I had teams 1 and 2 play on the field east of me and team 3 and 4 play to
the west of me. Students stayed in the same teams for the next three days. I had a team play a different team everyday. By Friday students
had improved greatly with Frisbee skills.

Day 4:.Continue to reflect for each day of your unit

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B. Classroom Management Plan (rules, procedures, preventative strategies, supportive strategies) (limited to 1 page)
I think it is very important to really stand your ground and state your expectations the first day of class and stand by and make sure to reiterate those
expectation all throughout the school year. That is hard to do since I switched to the Junior High school half way through the semester, but my
cooperating teacher did a great job of doing that for me. My expectations and or rules are very simple. Respect others, respect the teacher, and respect
yourself. That covers almost everything. The main thing I wanted the students to know was that when the teacher is talking, you do not talk. If
students follow that rule class goes by smooth and we accomplish a lot more. Getting students in a routine is always important. They knew once they
got dressed out, they were to go to the baseline for me to take roll. After roll was taken they were in the routine of starting there warm up. After that
they come to the scorers table in the gym and wait quietly for instruction. Having students engaged from the minute they walk in the gym until the
minute they walk out is extremely important. I have really learned how to engage their attention being at the Junior High.
Lastly, establishing a positive relationship with students is very important. Encourage them. If you have a student that gets in trouble frequently,
make sure you give them positive encouragement or responses at times. Get them exciting about physical education. I have gotten to know the
volleyball and basketball girls really well, because I have coached both sports this year. It has been fun getting to build a postive relationship with
them, from a classroom teacher to a coach.

C. Student Interaction and Engagement(Strategies for promoting student to student interaction and sudent motivation) (limited to 1 page)
I do a lot of activities working in teams. This lets students get a feel for what working with others feels like and how its not just about you, but about
the whole team. This allows students to interact with people they are used to working with. When I do team activities I always divide the students up
different ways. When I split them into teams I usually try to split the better athletes up to make teams even I think it is important to give students
opportunities to work with their friends also.
In class I like to play games where students never get out, or if they do they are only out for a few minutes. The girls do not like games where they
are out for a long time. since we do share the gym with the boys and only are allowed half the gym it is hard to keep them playing the whole class.
When we are playing games inside like ultimate Frisbee, I would split the girls into three teams and set the clock for 5 minutes. This way two teams
could play while the third team was off for only 5 minutes.
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I like to motivate the girls by having them play competitive sports and teaching them to be competitive in class in order to win. I had them play a lot
of games that involve strategies. I would call timeouts and have the girls talk with there teammates about strategies to win. The girls loved this and
always came up with good strategies.

D. Student Communication (detailed description of appropriate strategies to encourage student to student communication) (limited to 1 page)
Having students communicate to each other is super important. In physical education we could not do a lot of activities if students didnt like talking
to each other. For team strategy during games communication is key. Giving students the opportunity to talk in front of the class helps. For example
asking question about the rules of the game that you have stated. Having students answer back together all at once, or you can have them raise their
hands and call on someone. Another way is to put students with peers they do not talk to as much.

Narrative: Analysis of Assessment

E. Pre-Assessment
Overall analysis of results.

Discuss the results in reference to

the learning objectives.

I was pleased with the class results from this unit, almost every girl improved their Frisbee throw. The few that did
not get better were only a few points off. I think that this pre test was valid for this age of girls.

Most students mastered the skills from this activity, but some did not. I was okay with this since it was an
introduction and was new to a lot of student in this class. This gave me an idea of how to proceed into our
next class period.

Pre-assessment data was used by creating the set of skills I taught the class throughout the unit. Evaluating
and giving each student a score in a couple different categories allowed me to see who was more advanced
and who was not. Writing down and scoring each student also gave me a reference to look back on so each
class period I could remember how each student was doing.
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Describe how pre-assessment data

was used to proceed with instruction
for all students.

What is the plan to differentiate for

all learners?

To pick a game for the next class period that allows me to assess the skills we had learned in prior classes.
Having students play a game while I walk around and give one on one instruction will allow me better help
these students, and also give encouragement to them.

F. Formative Assessment
Overall analysis of results.
Discuss the results in reference to
the learning objectives.

This analysis was great because it gave me time to observe the students learned skills during ultimate
Frisbee. Having the students play a game that incorporated Frisbee throwing so I could do this made it
easier. As I was walking around to help students, I was able to give the advanced students compliments and
feedback also.
Yes the students are learning what I intended for them to learn. By the time this class period was over I
wanted them to be able to be able to throw a Frisbee with proper form. Almost every student could.

Are students learning what was

intended they learn?
Discuss any adaptations based on the
results of formative assessments.
Identify differentiation needed to
help all students meet the goals and
objectives of this unit.

n/a

More time for them to practice and get comfortable throwing the frisbee. Doing this would help not only the
student who arent as advanced with the skill, but the students who already excel at the skill. For the unit we
spent three days learning the skill, but that is only three fifty minute class periods. That is not very much
time for students to master a skill.

G. Summative Assessment
What did the disaggregated data of
the assessment reveal?
Discuss the results in reference to
the learning objectives.
Did all students learn what was
intended they learn? Explain.

The data revealed that each score improved or was close, which was great to see.

The student overall learned the objectives from this activity. Some of the students did not master the
objectives, but they had an idea of what they were and how to do them. I am very proud of what the student
accomplished in this unit.
Students did learn what I intended them to learn. Students learned how to throw the Frisbee different ways and how
to catch a Frisbee. Students also learned new strategies of how to win a game of ultimate Frisbee.

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Provide a copy of pre-assessment document and the corresponding scoring key/rubric in Appendix C.
Provide a copy of one formal formative assessment document and the corresponding scoring key/rubric in Appendix C.
Provide a copy of one informal formative assessment document and the corresponding scoring key/rubric in Appendix C.
Provide a copy of the summative assessment document and the corresponding scoring key/rubric in Appendix C.
H. Visual Representation of Disaggregated Data
Chart/Table/Graphs of disaggregated data for the Pre-assessment should be included in Appendix C.
Due to the varied nature of data collected by the teacher candidates, each candidate is asked to create a chart/table/graph that includes data for the
Whole Class, Subgroup, and Focus Students. Title the table/chart/graph and use labels to accurately portray the data.

Chart/Table/Graph of disaggregated data for the Summative Assessment should be included in Appendix C.
Due to the varied nature of data collected by the teacher candidates, each candidate is asked to create a chart/table/graph that includes data for
the Whole Class, Subgroup, and Focus Students. Title the table/chart/graph and use labels to accurately portray the data.

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IV. Self-Evaluation and Reflection

A. Narrative description of Successful Activities and future implications
Based on the analysis of all the assessment
results, identify TWO learning objectives
from the unit students were most successful.
Objective 1:
Throwing the Frisbee with the correct form.

Objective 2:
Throwing a lead throw to their partner.

Give more than one reason for each of the successes identified.
I believe this was one of the objectives that were most successful because most students already
knew how to throw a backhanded Frisbee throw. If they werent familiar they soon figured out the
form.

I felt that this objective is very important because it doesnt just help them with Frisbee. It teaches them to
throw ahead in many other sports, such as basketball, football and soccer. Most students struggled with this
at first because they had not been taught this skill. After I broke down the objective it helped students to
become more successful.

Discuss at least TWO things to do differently in the future to extend these successes to continue students academic growth.
I would pre test the students on there lead throw instead of throwing to someone standing stationary. I would spend more days learning skills and
throwing to a target.

B. Narrative description of Least Successful Activities and future implications

Based on the analysis of all the assessment
Give more than one reason for each of the least successful objectives identified.
results, identify TWO learning objectives
from the unit students were least successful.
I think that this objective was not as successful because it was confusing to a lot of the girls. They didnt
Objective 1:
get that they were to turn their throwing shoulder to the person they were throwing the Frisbee too. After
Using the correct Frisbee throwing stance.
the end of the week many students began to improve.

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Objective 2:
Catching the Frisbee

Catching the Frisbee was difficult for the class. Most girls would try to catch with one hand, instead of
catching with both hands. One on top and one at the bottom.

Discuss at least TWO things to do differently in the future to improve students performance.
I would do more of a lead up on how to catch the Frisbee. I would have the partners stand closer together so that they would get a better throw thrown at
them. This way they could have more opportunities to make a good catch.
For using the correct form I would demonstrate more on how to stand before you throw the Frisbee.

TABLE 4.1 Communication Log

Follow Up
(if
necessary)

Date

Person Contacted

Method of
Contact

Reason for Contact

11/20

Coach Perry

phone

To get suggestions of a game for a unit.

She had great ideas that I was able

to find a game to go with the unit.

Mrs. Ware

Met in the
classroom(while
teaching at the
intermediate.)

To talk about one of her students in class.

I found out ways to talk to the

student in class to better understand
ways to make him participate in
class.

10/12

Result or Impact on
Instruction

Add rows as needed

C. Narrative Reflection on Impact of Communications (limited to 1 page)

While student teaching at the intermediate I found out that communicating with those teachers was very important with working with students that did not want to

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participate in class. It always helped me to go talk to students classroom teachers if they were struggling in my class. Those teachers were always great

about helping me with suggestions and were always very helpful.

D. Narrative Reflection on Future Professional Development (limited to 1page)

Identify at least TWO aspects of instruction that could be improved.
Explain reasoning.

What specific professional development opportunities/activities will

help to acquire that knowledge or skill?

Aspect 1:
Making my objective clear that are going to be covered in that activity.
Make sure I am answering the questions such as, Why are we doing
this?

Constantly reminding myself to state the objectives. I could practice what

I am going to say and how I am going to say what the purpose of this
activity is going to be. Researching this and looking up ways to better
improve myself on this skill would help a lot. Stating objectives will not
only help me, but help the students tremendously. It would better help
them tie an activity into every day life outside of school.
I struggled with closure more at the intermediate than at the Junior High.
It was hard to find time for closure when we only had twenty-five
minutes of class time. at the junior high I would stop class a few minutes
early and ask them questions over the game or activity we had played.

Aspect 2:
Improving my closure at the end of class.

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REFERENCES
https://dese.mo.gov/college-career-readiness/curriculum/missouri-learning-standards

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APPENDIX A
N/A

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APPENDIX B

Ultimate Frisbee
Amber Kloster
11/18/15
Grade:
7th and 8th
Goal:
For students to play Ultimate Frisbee
Objective:
For students to apply the Frisbee skills they have learned by playing Ultimate Frisbee.
Materials:
8 cones, Frisbees
Alignment with State Standards:
1. Missouri State Standard HP E4: Identify the proper techniques of specialized skills (e.g., law of
opposition)

Background Information:
I will review back hand throw, and catching with an open hand. I will split the class into 4 different
teams. I will show the students the game boundaries. I will go over Ultimate Frisbee rules. I will have the
teams play each other.
Engagement:
I will demonstrate how to throw and catch.
I will show the class the boundaries for Ultimate Frisbee.
Exploration:
I will have students line up on the baseline and I will take roll.
I will check that everyone is wearing gym shoes and dressed out.
I will have the students run for 7 minutes.
I will have the students stretch their hamstrings on both legs by doing the hurdler stretch for 10 seconds
each leg.
I will have the students do the butterfly stretch for 10 seconds.
I will have the students do the plank for 20 seconds.
I will have the students do 15sit-ups, using correct fitness gram technique.
I will have the students do 10 push-ups.
I will have the students line up at the exit door in the gym.
I will lead the students out to the practice fields, where cones have already been set up.
I will go over and demonstrate the rules of ultimate Frisbee.
I will show the students the boundaries of the two fields.
I will split the class into 4 teams..
I will put students on assigned field.
Team 1 will play team 2. Team 3 will play team 4.
Students will play ultimate Frisbee.
Application:
Review proper Frisbee technique.
Closure:

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Have students leave the Frisbee in the middle of their field for the next class. Lead the class inside and
have them line up at the baseline. I will ask questions over how to properly throw a Frisbee and ask them if it is
important to lead someone with a throw.
Evaluation:
I will evaluate the class by observation.
Differentiation:
Repetition of demonstrating with students will give low learners more exposure and give high learners a
chance to see the game more broken down and a chance to help others.
ADHD- moving throughout the whole game.
High Learner- using a strategy to do better in the game.
Low Learners, ELL- to be sure to clarify instructions and demonstrate.
Refrences:
https://dese.mo.gov/college-career-readiness/curriculum/missouri-learning-standards

Frisbee Pre-Test
Amber Kloster
11/16/15
Grade:
7th and 8th
Goal:
For students to throw a Frisbee to their partner standing inside of a hula hoop with accuracy.
Objective:
For students to throw the Frisbee to their partner.
Materials:
16 cones, 8 hula hoops, 10 Frisbees.
Alignment with State Standards:
2. Missouri State Standard HP E4: Identify the proper techniques of specialized skills (e.g., law of
opposition)

Background Information:
I will talk about the Frisbee throw, but will not demonstrate or let students practice the throw. This is a
pre-test and I want to know the students previous knowledge of how to throw a Frisbee and how accurate they
will be. I will demonstrate how students are to stand in the hula-hoop. Students catching the Frisbee can catch
the Frisbee if they can do so without leaving the hula-hoop.
Engagement:
I will demonstrate how to stand in the hula-hoop.
I will show the class the cones and hula-hoops.
Exploration:
I will have students line up on the baseline
I will tell students what we are doing in class today.
I will check to see that everyone is wearing their assigned p.e uniform.
I will check that everyone is wearing gym shoes.
I will have the students run for 5 minutes around the gym, running clockwise.
I will have student do dynamic and static stretches.
I will have the students do 15 sit-ups, using correct fitness gram technique.
I will have the students do 10 push-ups.
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I will have the students pick a partner.

Sit in a semi-circle around me, next to there partner.
I will explain the pre-test to the class.
I will demonstrate where the partner that is throwing will stand, and where the partner catching is to
stand.
I will have the students go to the assigned spots.
I will explain to students that they get 10 throws and are to report to me how many throws they scored
out of 10.
Students will Pre-test.
Application:
Review Frisbee throw, without demonstration.
Closure:
Have students put away equipment. Line the students back up on the baseline. I will ask the students
higher level questions uses, why and when.
Evaluation:
I will evaluate the class by observation and off there score out of 10.
Differentiation:
Repetition of demonstrating with students will give low learners more exposure and give high learners a
chance to see the game more broken down and a chance to help others.
ADHD- moving throughout the whole game.
High Learner- using a strategy to do better in the game.
Low Learners, ELL- to be sure to clarify instructions and demonstrate.
References:
https://dese.mo.gov/college-career-readiness/curriculum/missouri-learning-standards

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APPENDIX C
N/A

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