TPA 4

TPA 4

B. LEARNING ABOUT THE WHOLE CLASS

Student Characteristics Directions: Provide a general description of what you learned about the general characteristics of students in this class, and describe how you will use this information in planning academic instruction in your selected subject matter.

Save DraftProvide a general description of what you learned about students' linguistic background.

Our charter school is comprised of mostly Russian students many of whom are English Learners. I learned several things about the linguistic backgrounds of the students in this class. First, I looked up the SARC for our school. The report shows CAASPP (California Assessment of Student Performance and Progress) results for all of our students.  The ELA scores are at 33%, our district is at 43% and the state of California is at 44%. This tells me that our school average is low when it comes to English. Next I looked up scores for our seventh grade class, and I found that 13 of them are English Learners, 69% of which are at Level 1 for English Achievement. I also checked the CELDT (California English Language Development Test) scores for the class and found that several students are at the beginning and early intermediate levels for listening, speaking reading, writing, and comprehension.

Save DraftDescribe how you will use this information in planning academic instruction in your selected subject matter.

I will plan instruction by modeling the movement patterns, showing students video and pictures of the motor skills they will be performing, intentionally pairing students for translation purposes, and by delivering oral instruction slowly and clearly so I will be easier for the English Learners to understand.

Academic language abilities, content knowledge, and skills related to this subject matter:

Save DraftProvide a general description of what you learned about students' academic language abilities, content knowledge, and skills related to this subject matter.

I learned that this class has a wide range of English language abilities. A unit on physical fitness, flexibility and warm up routines has shown me the students have become familiar with physical fitness related vocabulary and exercise terms. The students have gained the content knowledge and skills related to fitness and they have demonstrated that knowledge leading and performing the stretches and exercises for the class. Many of my students are English Learners and I plan my instruction to introduce new vocabulary in several ways, first I say the word clearly and slowly, next I model the movement, lastly I display an image or picture of the word. I learned that introducing vocabulary terms in multiple ways helps the English Learners build their vocabulary.

Save DraftDescribe how you will use this information in planning academic instruction in your selected subject matter.

When I plan instruction I am aware of my students’ English Language abilities. When introducing a new term I include and display pictures, show students a short video clip, write the word on my board and enunciate the word slowly and clearly and I also have the students repeat the word. During assessments I intentionally pair students for translation purposes, I allow English Learners extra time to complete the assessments and I allow them to respond in their native language and translate their answers for them. This helps them draw connections between what the already know and the English translation of their knowledge.

Cultural and health considerations:

Save DraftProvide a general description of what you learned about students' cultural and health considerations.

Most of the students at our school are Russian, the culture of the students are our school tends to be very traditional to Russian values and beliefs. The students often come from large families and therefore the students have learned to compete for attention from teachers and faculty. The SARC reports shows that 84.2% of the students are socioeconomically disadvantaged. I have learned that it is important to consider the wellbeing of students because often their health and nutrition can be overlooked at home.

Save DraftDescribe how you will use this information in planning academic instruction in your selected subject matter.

I plan instruction with my students’ health and wellbeing in mind. At the beginning of each week I ask students how they are doing, and I ask them to share some good things with the class. Before we begin I take a visual assessment of my students and gauge their demeanor, hygiene, and preparedness for class. I ask students who appear disinterested or disheveled how they are doing, if they are okay and if they have any injuries I need to know about before we exercise. I take these things into consideration when planning instruction so that I am better able to meet the cultural and health needs of the whole class.

Interests and aspirations

Save DraftProvide a general description of what you learned about students' interests and aspirations.

I learned that my students are interested in image, appearance, fashion, they are interested in soccer, music and building relationships with each other. Our school is small, we have only 35 seventh grade students, and therefore the relationships between the students are close nit. The students have a lot of things in common, but they like to express themselves as individuals with the clothes they wear and the music they listen to. I have my students write about what they want to do when they become adults, many of them do not know, however some male students aspire to work with their older brothers and their fathers in the construction and truck driving industry, many of the female students want to have a family and some of them have expressed interest in dance and theater and others want to be veterinarians.

Save DraftDescribe how you will use this information in planning academic instruction in your selected subject matter.

I use what I have learned about my students’ interests and aspirations to plan instruction. I will often refer to the students’ interests while giving instructions to keep them engaged and interested in the topic. The students enjoy sharing their activities with the class and I build time into my instruction plan give them opportunities to share at the beginning of class. I will often refer to their interests while modeling the movement patterns or coaching the students one on one. This helps them want to try new things and also shows them that I am genuinely interested in who they are, what kinds of things they are interested in, and who they aspire to be.

Developmental Factors That May Influence Instruction Directions: Provide a general description of developmental factors that may influence instruction of students within this age range and in the selected class. Indicate how you will use this information regarding developmental factors in planning academic instruction for this class in your selected subject matter.

Physical Development

Save DraftProvide a general description of developmental factors that may influence instruction of students within this age range and in the selected class.

Students in this age range have a lot of energy, they may be going through growth spurts, showing signs of puberty, menstruation for the majority of girls, and physical education and sports are valued. During this time they need lots of rest and a healthy diet is important especially early in the day. I take into consideration the time of day I am instructing students, I find they do best if PE is early in the day.

Save DraftHow will you use this information regarding developmental factors in planning academic instruction for this class in your selected subject matter?

Fortunately this is a morning class, the students are usually excited to get going and they have enough energy for the activities. However, if this class were to be in the afternoon I would take into consideration the fact that students may feel tired and lethargic from lunch and do a longer and slower warm up and stretch routine with less strenuous activity during the latter half of the period.

Social Development

Save DraftProvide a general description of developmental factors that may influence instruction of students within this age range and in the selected class.

Students at this age are usually beginning to take on a more adult personality, much more so than at age 11. They are enthusiastic about physical activity and they may initiate their own activities amongst each other during free time. They are becoming more self-aware and view their peers as more important than their teachers. Older seventh graders, age 13 can be sensitive about their appearance, acne, touchy about their feelings, quick to anger, easily offended, and they can feel pressured by their peers to dress and act a certain way.

Save DraftHow will you use this information regarding developmental factors in planning academic instruction for this class in your selected subject matter?

Because they are often enthusiastic about physical activities and their bodies are growing bigger and stronger I like to plan instruction where students work in pairs to record their muscle strength, endurance, flexibility, aerobic capacity and body composition and then they can develop individual goals to improve upon these health related physical fitness components (Standard 3.1, 3.3).  I also plan instruction that includes team activities and goal setting, this allows them to set realistic goals and work together to encourage their teammates to achieve those (Standard 2.3). I design instruction that fosters social interaction, team games, invasion games like capture the flag and other activities that allows them to demonstrate and acceptance of differences in physical development and personal preferences as they affect participation in physical activity (Standard 5.3). By combining these things for seventh grade students I am helping to create a positive climate for learning.

Emotional Development

Save DraftProvide a general description of developmental factors that may influence instruction of students within this age range and in the selected class.

Twelve and thirteen year olds can be withdrawn and sensitive as they begin to discover who they are. They have a strong desire to be liked by their peers and begin to view their peers. Some can be shy and apprehensive about a challenge and others can appear secure as they show an emerging ability at a skill or content area. Seventh graders are developing a sense of self, and social awareness, they are building relationships with their peers and they often need guidance for responsible decision making.

Save DraftHow will you use this information regarding developmental factors in planning academic instruction for this class in your selected subject matter?

Because seventh graders can be moody and show unpredictable emotions I design my lessons with a clear and consistent routine of stretching and warming up first, followed by skill development, and lastly the activity. We set clear and appropriate behavioral expectations as a class and we maintain those expectations to create a positive climate for learning. If a student’s emotions flare up I always remain calm and provide encouragement and guidance in an appropriate way. I plan instructional activities that creates a safe and positive learning environment with clear learning goals, where students earn credit by expressing encouragement to others.

C. FOCUS STUDENTS

Directions:
Select two students from the class you just described above. Select one student who is an English learner and one student who presents a different instructional challenge. Consider your selected content area when describing what you learned about the two focus students. In the boxed areas, provide:

• a description of what you learned for each of the students
• an explanation of how the information will influence your academic instructional planning, including assessment.

Note: Single subject candidates for a credential in Languages Other Than English who are delivering instruction in the target language may choose another student with a different instructional challenge rather than an English learner.

Save Draft1. Why did you select this student?

I selected this student because he knows the least English of all of my seventh grade students. He has just arrived in America, he is from Russia and he speaks almost no English. He is the newest student in my seventh grade class and I feel that he will develop his English vocabulary and improve his reading ability during the instruction portions of my lessons. I also selected him because he is shy and apprehensive about his new environment, I sense that I can help acclimate him to our school. My instruction is designed for students to evaluate the effect of expressing encouragement to others while participating in a group activity during. The English Learner will notice that the teams that encourage and cheer each other on tend to do better than teams that do not, I set this expectation for my class to encourage positive social behavior and maintain a positive environment for learning. Expressing encouragement can be done through body language, clapping, smiling and cheering these things can transcend the language barrier and are easily communicated to the English Learner.

Save Draft2. What did you learn about this student's linguistic background?

I looked up this students CELDT scores and found that his listening and speaking scores were slightly higher than his reading and writing scores, for overall comprehension he scored in the beginning level. When speaking with this student I learned that he understands very little English. Because he is an EL student in a secondary grade level I knew he might need additional support mastering certain linguistic and cognitive skills in order to fully engage in the unit. I spoke with his English teacher and she told me that he can read and write very well in Russian. With the help of a bilingual Russian student I learned that this student speaks mainly Russian and can also converse in Ukrainian. When teaching new movement patterns and techniques I will use modeling and pictures as my strategy for instruction. Demonstrating the movements is an appropriate and effective teaching strategy because showing English Learners what is required of them is more effective than having them read about it or simply telling them what to do. I also have the vocabulary words written on the board so English Learners can make connections from what they are doing to reading the English word on the board.

Save Draft3. What did you learn about this student's academic language abilities related to this subject matter?

When speaking with him I learned that this student was able to draw correlation between the English terms used in physical education to the terms in his native language of Russian. I learned that as an English Learner he was also adept in his native language, he had acquired the correct vocabulary in Russian for the terms I was teaching in English. I learned that he can write neatly and formulate sentences in his native language. Drawing upon his background in Russian, I learned that he could build his English vocabulary as he assimilates the English terms in relation to physical activities with the Russian ones.

Save Draft4. What did you learn about this student's content knowledge and skills in this subject matter?

I learned that when coaching him or demonstrating movement patterns and manipulative skills for him it is better to model the movement patterns and accompany that with pictures and video of the movement pattern than to simply tell the English Learner how to perform the objective. This adaptation helps assist him in achieving the learning goals. While conducting assessments, I learned that my English Learning student excels when working with a bilingual partner, I also adapt the assessment to allow him extra time to complete it. I learned that his content knowledge improved as his vocabulary improved. This student, even as a beginning English Learner in a secondary grade level can gain the skills necessary to perform well in class.

Save Draft5. What did you learn about this student's physical, social, and emotional development relevant to this academic content area?

I learned that this student has the potential to develop physically, socially and emotionally, but that in order for him to reach his maximum potential considerations must be made on my behalf. First, I must allow him extra time for writing, I must continually assess him and provide meaningful feedback for him to grow. Lastly, I will intentionally pair him with a bilingual partner that can translate the material for him. 

I learned through this intentional and relevant grouping strategy that he could better develop socially when grouping with other students, bilingual students, English Learners, and English Only students. I learned that when students relate to each other through sports and physical activities they transcend the language barrier and develop strong social ties they carry into adulthood. He expressed encouragement and positivity as a member of his team, accomplishing standard 5.4. I learned that this student thrives in a social environment, and that although he was shy and nervous at the start of class, the instructions and lesson plans I provided allowed him to feel safe and comfortable.

Save Draft6. What did you learn about this student's cultural background, including family and home, relevant to this academic content area?

I learned that his family supports his athletic endeavors and that in his culture sports and physical activity are a worthy cause. I learned that he has one younger brother and one younger sister both new to the United States and both in attendance at our charter school. I learned through the peer assessment and feedback session that he has taken an interest in track and field and may join the team in high school. Reflecting on the results of my lessons I see that the adaptations I made helped him achieve the learning goals, this something his family is proud of and he can take the skills he has developed with him into eighth grade.

Save Draft7. What did you learn about this student's special considerations, including health issues, relevant to this academic content area?

Health issues relevant to this content area should never be ignored. I learned that my English Learning student was in good health.  The health and wellbeing of my students is something that I consider prior to beginning physical activity. I learned that with English Learners simply asking the class how everyone is feeling is not the best assessment strategy. For this reason, I selected a student to translate, giving me the ability to converse with the student prior to class. If there were no translator available I would conduct an observational assessment of my English Learning students' health and well-being prior to beginning class. I learned that it is important to adapt lessons and assessments for English Learners, and to take visual inventory of my students’ health. When my instruction is differentiated to provide help for English Learners, the can reach their maximum potential for the class.

Save Draft8. What did you learn about this student's interests and aspirations related to this academic content area?

I learned by speaking with him that this student was interested in physical activity, and I also learned that he has a passion for soccer and track and field, both are popular in his native county of Russia. His efforts in physical education shows me his willingness to make improvements and take responsibility for his own physical wellbeing. I adapted instructional strategies, and intentionally grouped him with students for teambuilding and translation purposes. He understands how to assess his ability according to the five fitness components addressed in standard 3.1 and 4.2, and he aspires to continue to improve upon his achievements in physical education.

Save Draft9. Describe other information relevant to this academic content area that you learned about the student (e.g., attendance, extracurricular activities, etc.).

I learned that he is punctual and prepared, he is on time a dressed appropriately for physical education class. I learned that he is a hard worker, positive, friendly, and passionate about sports and physical activities. He has gained skills in social situations during physical education despite the language barrier. I feel this is because the lessons were well prepared and differentiated for him. This structured and controlled environment allowed him to feel safe, understand the objectives and expectations in class, and the positive environment allowed him to express himself during class. 

Student 2: A Student Who Presents A Different Instructional Challenge

Save Draft1. Why did you select this student?

I selected this student because she has a medical condition called optic nerve hypoplasia. This is caused by underdeveloped optic nerve fibers in the optic nerve area and affects her depth perception as well as sensitivity to bright light. She wears darkened prescription glasses and she is apprehensive about physical education. She is at grade level for reading and math but she is usually withdrawn from physical education class and she rarely socializes with her peers during this time. Her physical activity needs to be closely monitored. She does not have an Individualized Health Plan (IHP) on file with our school, however we are working with her parents to fill out a 504 form that would make her eligible for modified physical activities.

Save Draft2. How is the instructional challenge that he or she presents different from that of the other student?

Unlike the previous student who’s shyness was due to being at a new school in a new country, this student shies away from physical activity because of optic nerve hypoplasia. She is nervous about physical activity and she has difficulty engaging with her peers, especially when physical activities are involved. Because she is uneasy about physical activities I will need to adapt my instruction to meet her needs, I will make relevant and appropriate plans that suit her needs and abilities.

Save Draft3. What did you learn about this student's linguistic background?

I spoke with her English teacher and I found out that she is reading, speaking, writing and comprehending English at grade level. She is an English Only student, she prefers to work by herself in class and she usually completes her assignments and homework on time. A writing assignment about summer activities tells me her physical activity comes from walking her dog, her writing in neat and organized and her speech is quiet and withdrawn but clear and understandable. The strategies I used to obtain this information are developmentally appropriate for her, and the reading and writing assignment helped me gain an understanding of her linguistic background.

Save Draft4. What did you learn about this student's academic language abilities related to this subject matter?

I learned that this student has grasped the concepts and lessons presented to her in English class but that physical education has always had a negative connotation for her. For this reason she is apprehensive about physical education and has not developed her English language abilities in relation to physical education. She will need a positive and encouraging environment for physical education. She needs appropriate activities that are challenging yet that suit her ability level. And lastly her English language abilities are strong enough for her to develop individual goals and a personal fitness plan, complete with warm up and cool down activities for each component of the five health related physical fitness components (Standards 3.3, 3.4, 4.1).

Save Draft5. What did you learn about this student's content knowledge and skills in this subject matter?

I learned during pre-assessment that she has some content knowledge of physical education, her vocabulary is limited, and principals of motor skills and movement are limited. I sense that her apprehension to physical education has hindered her from learning more about the subject. Her motor skills and coordination are still developing, her depth perception is limited by optic nerve hypoplasia so activities involving balls or moving objects need to me closely monitored. I will often coach her one on one with bounce and catch drills to improve her hand eye coordination and build her confidence. She expressed in the past she usually sits out of physical education and that she is thankful that I work with her and encourage her to develop her motor skills. Because she has sat out from physical education for so long her content knowledge and skills in this subject are low.

Save Draft6. What did you learn about this student's physical, social, and emotional development relevant to this academic content area?

I learned that this students’ physical development and motor skill development was at the beginning level. I observed her withdraw from the lesson after stretching and began to work with her one on one during the activity portions of the lessons. She improved her ability during this time and reached measurable and attainable goals that she set for herself. Her social and emotional wellbeing began to improve and I observed improvements in her self confidence and self-esteem. I intentionally paired her with students that are understanding and supportive of her and praised her efforts and improvements through each unit. As she developed her motor skills and physical abilities, she interacted with her peers more and she began to feel better about coming to class. I feel that adapting lessons and equipment for her, goal setting, coaching one on one, and allowing her to take responsibility for improvement, helped her develop physically socially and emotionally.

Save Draft7. What did you learn about this student's cultural background, including family and home, relevant to this academic content area?

I learned that she did not often participate in sports or physical activities at home, but that her family has been very supportive of her medical condition. They take her to the eye doctor for regular checkups and her father often plays catch with her using soft balls or bouncing a ball to her from a close distance. After learning this I designed lessons and assessments that provide the correct equipment and that challenge her ability level at a pace she is comfortable with. These adaptations are similar to the ones she does at home, ones that her doctor recommends and that are appropriate for her ability level to help her to reach her maximum potential in physical education.

Save Draft8. What did you learn about this student's special considerations, including health issues, relevant to this academic content area?

Her medical condition requires that adaptations be made to physical education lessons and assessments. When designing instruction I take into consideration her anxiety for games involving balls or moving objects. I will intentionally pair her with groups that are supportive and encouraging and I learned to adapt the equipment with softer brightly colored balls, lower nets, shorter basketball goals, and closer serving lines. I learned that when the environment is well planned and instructional strategies are in place for her to succeed she does very well in class and she looks forward to coming to PE.

Save Draft9. What did you learn about this student's interests and aspirations related to this academic content area?

I learned that she was interested in becoming successful in physical education she was just never afforded the opportunity in the past. I learned that she aspires to improve her motor abilities and that she is able to analyze her movement patterns and correct errors and she can set and attain challenging goals for herself (Standard 2.2, 2.3).  Her self-confidence has grown as a result of her efforts and she is open to trying new things when the conditions are right for her.

Save Draft10. Describe other information relevant to this academic content area that you learned about the student (e.g., attendance, extracurricular activities, and so on).

Her attendance has improved as a result of the adaptations made to the equipment and activities. She is still nervous about activity and often tries to avoid participating but she has made some great steps toward attaining the learning goals. I will continue to create a safe and pressure free environment for her and look for opportunities to improve upon the success she has shown so far.

Step 2: Learning Environment and Academic Instructional Planning for the Whole Class

A. INFORMATION ABOUT THE LEARNING ENVIRONMENT Directions: Consider what you learned about your students in Step 1. Respond to the prompts below about the learning environment. For each response include: a description of what you do to establish and/or maintain an effective environment for learning a rationale for why the decisions are appropriate for the class.

Save Draft1. In what ways do you establish and maintain a positive climate for learning?

First, I bring a positive attitude to class and I maintain that positive attitude throughout the day. I model and encourage enthusiasm and I bring this with me to class. I establish a routine for my classes, but I do throw curve balls to keep things fun and interesting. I will ask them questions to get them thinking about the day’s lesson, or ask them to share good things at the beginning of class. When students share positive things with the class it helps get things started on a positive note. The next thing I like to do is to keep the students busy, I challenge them either by time, teams or procedures to minimize transition time, this way we move quickly from one activity to the next. I will gather students to rehash practice sessions and have them share positive things they learned or saw their peers doing.

Save Draft2. In what ways do you establish and maintain rapport with all students and their families?

Our school year is divided into trimesters. At the beginning of each trimester we have a parent/teacher night, this gives us a chance to meet the parents build a rapport with them and answer questions they may have. This helps get the trimester off on a positive note and establishes a positive climate for learning. Halfway through a trimester we send parents a progress report and because students know that we will be in contact with their parents, this is usually a great motivator for students to keep their grades and behavior up mid trimester. We make notes of things the students are doing well and what areas can use improvement when we send home grades at the end of the trimester, this communication with the parents helps maintain the relationship we built at the beginning of the trimester.

Save Draft3. In what ways do you encourage students to take responsibility for their own learning and to work responsibly with others and independently?

My instruction is planned so that students get to work independently, practice skills with a partner, work in small groups, in teams, and complete challenges as a whole class. The stretching, exercise and muscle development portion of the period is done at the beginning, students are to set goals for themselves and try to meet or beat those goals. I don’t spend a lot of time talking, I model the behavior and movements for my students and let them take the lead. I don’t make all the decisions for my students, I allow my students to share ideas and develop their own fitness plans (Standard 4.1). I encourage them think of different ways to do things and to make decisions for themselves. Lastly, I make time for reflection and feedback session. Self-evaluation and positive constructive feedback are great tools for students to reflect on what they have learned and share it with their peers.

Save Draft4. In what ways do you establish clear expectations for academic and social behavior and respond to behavior that does not meet those expectations?

We establish a social contract with clear and appropriate behavior expectations. The standards set by me include that students are to be respectful, be safe and participate in the activities. The students also set their own expectations and hold themselves accountable for their behavior. Consequences for behavior violation can result in everything from a disapproving look from me or a quiet reminder of the contract they agreed to, to extra laps to run before we begin the activity or a warning/time out from activity for reflection of what behavior is acceptable for class. Major violations of behavior expectations (fighting, bullying) result in a violation notice which refers the incident to the vice principal and can result in detention, a reflection letter, or parents contacted for a meeting. Most of the time the students police themselves because they want to participate in the activity for the day and because my lessons keep the students busy for the entire period there is little down time for students to entertain themselves.

Save Draft5. Discuss the classroom routines and procedures that you use, including how you establish and maintain them.

Class begins with warm up and stretching routines to get the joints and muscles loose, I model some of the movements then I select students to lead. This is followed by dynamic stretching, running, skipping, hopping, and jumping jacks to get the heart rate up and blood pumping to the muscles. While class begins this way each day, the leaders of the exercises change and students are able to make decisions for which dynamic stretch the want to do, I will often allow them to come up with some on their own. Next I introduce the lesson objective and model the movements and techniques necessary to accomplish that objective, students will practice in pairs or small groups. After a few minutes I gather students to unpack what they have learned and share positive and constructive feedback with each other. The later part of the lesson includes a team challenge or game where students can use what they have learned to accomplish a goal or participate in a game.

B. INFORMATION ABOUT ACADEMIC INSTRUCTIONAL PLANNING

Directions:
As you begin to think about the lesson that you will present to this class of students, consider what you learned about them and what you want them to learn in the lesson. Respond to the questions below regarding your plan for instruction for the whole class.

Save Draft3. List the state-adopted academic content standard(s) or state-adopted framework you will address in this lesson.

Manipulative Skills

1.1   Demonstrate mature techniques for the following patterns: overhand, sidearm, and underhand, throwing; catching; kicking/punting; striking; trapping; dribbling (hand and foot); and volleying.

1.2   Combine manipulative, locomotor, and non-locomotor skills into movement patterns.

Movement Concepts
2.2   Analyze movement patterns and correct errors.
2.3   Use principles of motor learning to establish, monitor, and meet goals for motor skill development.
Self-Responsibility
5.2 Accept responsibility for individual improvement.

Social Interaction
5.3   Demonstrate an acceptance of differences in physical development and personal preferences as they affect participation in physical activity.
Group Dynamics
5.4   Evaluate the effect of expressing encouragement to others while participating in a group physical activity.

Save Draft4. What is (are) the academic learning goal(s)? What specifically do you expect students to know or be able to do as a result of the lesson?

1.       The academic learning goals for this lesson are for students to successfully perform an underhand volleyball serve with accuracy and to be able to perform the ‘bump pass’ used in a game of volleyball.

2.       Students will be able to analyze movement patterns and correct errors and students will give positive and constructive feedback to each other.

3.       Students will practice as a team to serve and volley the ball to each other while expressing encouragement to one another.

Save Draft5. How is (are) the academic learning goal(s) related to the state-adopted academic content standards or state-adopted framework?

The learning goals for this lesson are aligned with the state standards in a step by step format. Students will learn manipulative skills and movement patterns related to the sport of volleyball. They will combine movement patterns and build upon skills they have already learned to develop new skills. They will be able to identify the key elements of underhand volleying and bump passes. They will set goals to serve and volley the ball as many times as possible without letting the ball touch the ground, and they will work as a team to accomplish this goal. The will accept responsibility for individual improvement of the skill and demonstrate an acceptance of differences in physical development of peers as they practice the skill. Lastly, they will evaluate the effect of encouraging their teammates while accomplishing the goal.

Save Draft6. How will the content of the lesson build on what the students already know and are able to do?

The content of this lesson requires students to perform the underhand movement pattern. Students have learned the underhand movement pattern during a bowling unit earlier this trimester. They will be able to transfer the underhand movement pattern from bowling to the sport of volleyball and perform the underhand serve. Students are alos familiar with group challenges and have learned to cooperate as a group during a unit on ultimate Frisbee. They will use the social skills they learned during that unit to become successful during the group challenge portion of this lesson.

Save Draft7. How does the content of this lesson connect to the content of preceding and subsequent lessons?

The content of this lesson is similar to preceding lessons and subsequent lessons in that students will observe modeling of a particular movement pattern or skill, then practice the skill, either on their own, with a partner, or with a group. The skills they learn during this lesson will transfer to a future unit on the sport of badminton. The principals they learn about court boundaries, the net, and the teamwork needed to be successful in volleyball will transfer to the sport of badminton.

Save Draft8. What difficulties do you anticipate students may have with the lesson content? Why do you think these will be areas of difficulty?

A pre assessment tells me that about half of the students are unfamiliar with volleyball. Because this learning objective is new to many of my students I think they may be apprehensive about striking the volleyball with their hand and bumping the ball with their forearms. I think when a skill or activity is new to a student they may not want to try it out, positive encouragement and intentional grouping strategies can help these students feel more comfortable and willing to do something new. Also, a few of my students do better when separated from each other and my English Learners tend to do better with a bilingual translator for this reason I will intentionally pair students in groups for the practice activity.

Save Draft9. What evidence will you collect during the lesson and/or at the end of the lesson that will show the extent to which the students have made progress toward the academic learning goal(s)?

I will conduct formative and authentic assessments of students’ progress during the lesson. I write notes of students’ progress and record when positive encouragement and feedback is given. I also gauge how well they are accomplishing the learning objective. Often students will come up with ideas to improve upon their skills and the number of volleys a group is able to do goes up. This is a result of idea sharing and positive encouragement, both of which help students make progress toward the academic learning goals.

10. Think about how you will sequence your instruction of the academic content to be covered in this lesson.

Describe your plan for instruction in the order in which it will be implemented. Address each of the following and provide a rationale for each of your decisions:

• Communicating the academic learning goal(s) to the students
• Instructional strategies
• Student activities
• Student grouping
• Materials, technology, and/or resources, including the use of instructional aides, parents, or other adults in the room
• Monitoring of student learning

Save DraftInstructional Plan

A. I post the lesson objectives and the activity for the day on a bulletin board before class begins. Students will check the board before lining up for stretching and warm up routines.

B. I model the movement pattern for the students and select some volunteers to help demonstrate the lesson objective. I break the movement down into smaller steps and remind them of skills they have learned in previous lessons that transfer to the new learning objective.

C. Student activity sessions can be done individually, in pairs or in groups. The activity for this lesson has a goal for the teams to volley the ball to each other as many times as possible without letting the ball touch the ground.

D. I intentionally group students in several ways. The first thing I look for is behavioral issues and I curb potential behavioral flare ups by separating those students into separate groups. Next I intentionally group English Learners with a bilingual translator or with students that are able to communicate and be supportive of their language barrier. Lastly, I group students by ability so that all the groups have a variety of ability levels. I will work one on one with low performing students or students with disabilities. I also allow them to practice with a student they feel comfortable with, and with the class as a whole. Exceptional students can lead other students and receive advanced coaching on technique.

E. I will use technology to show students images or video of professional athletes performing the skills they are learning. The materials I use for the class are very important, in order to allow the whole class opportunity to achieve the lesson objective I must be sure the playing area is safe, there are enough balls and courts for them to participate and that the equipment is adapted (softer, lighter, brightly colored balls, closer serving lines, shorter nets) to suit the whole class. An exceptional student or an aide, parent or visitor can help facilitate the lesson by watching student and providing positive and meaningful feedback for them as they participate in the activity. Parents and visitors are welcome to my class, they need to sign our social contract, they are allowed to watch and encourage students, but they cannot participate in lesson.

Save DraftRationale

Save Draft11. Discuss the specific classroom routines and procedures you will use in this lesson to maximize instructional time.

Save Draft12. In what ways will you ensure the active and equitable participation of all students during the lesson?

Save Draft13. Given the difficulties you anticipate students may have with the content, what additional steps could you take to foster access and comprehension for the students?

Save Draft14. In what ways will you share the results of the instruction with students and/or families?

Step 3: Lesson Adaptations for the Two Focus Students Directions: Consider what you have learned about the two focus students in Step 1, and the implications for instruction that you identified for each of them. For the two students, determine what adaptations you will make to this lesson that you have planned for the whole class. Describe those adaptations for each of the two focus students. If you determine that no adaptations are needed for a part of the plan for instruction, explain that decision.

A. ADAPTATION FOR STUDENT 1: AN ENGLISH LEARNER

Save Draft1. What adaptations to the instructional plan will you make for the student?

Save Draft2. Why are these adaptations appropriate for the student?

Save Draft3. For the part(s) of the plan for instruction that you are not adapting, why are they appropriate for the student as planned?

B. ADAPTATION FOR STUDENT 2: A STUDENT WHO PRESENTS A DIFFERENT INSTRUCTIONAL CHALLENGE

Save Draft1. What adaptations to the instructional plan will you make for the student?

Save Draft2. Why are these adaptations appropriate for the student?

Save Draft3. For the part(s) of the plan for instruction that you are not adapting, why are they appropriate for the student as planned?

Step 4: Teaching and Video Recording the Lesson: Whole Class, including Two Focus Students
Save DraftDirections: Make a twenty-minute video of you teaching the lesson to this class of students. Before beginning the lesson, review chapter 7 of the Candidate Handbook. Check to make sure you have permission slips for any student and/or adult who will be visible on the video. Students who do not have permission to be videoed may participate in the lesson off-camera. Provide a succinct description of your teaching context; include what you believe would be helpful for assessors to know when viewing the video. Consider including details of any state or district mandates that may shape your teaching (e.g., required curricula, standardized tests, pacing, texts). You might also include information regarding the degree to which you have access to current technologies
Attach a simple floor plan of your classroom. Use the Attachments tab to upload this document.
Step 5: Analyzing the Lesson Directions: Review the video of this lesson and consider all the assessment responses. Select three responses of students other than your two focus students that represent the range of achievement within the class. Label these responses as Student 3, Student 4, and Student 5. Label the two focus students’ assessment responses as Student 1 and Student 2. Submit all five assessment responses. Review carefully the evidence of student learning you are submitting. Answer the questions below.
Save Draft1. Did you teach the lesson as planned? If not, what changes did you make to the lesson and why?

Save Draft2. How appropriate were your time allocations for the students, the content, and the planned instructional strategies and student activities? Cite specific examples.

Save Draft3. To what extent did the class as a whole achieve the academic learning goals of the lesson?

Save Draft4. In what ways did the environment in the classroom, including climate, rapport, routines, and procedures, contribute to student learning?

Think about the components of the lesson and the evidence of student academic learning that you see in your video. Respond for your whole class, and for each of the two focus students.
A.      FOR THE WHOLE CLASS
Save Draft1. In what ways was your lesson effective and what might you do differently to improve the lesson? Save Draft2. How well did the lesson connect with the students' background and developmental information? Cite specific examples. Save Draft3. What will you do for the student(s) who did not achieve the academic learning goals? Save Draft4. What are your next steps with the class? B. FOR STUDENT 1: AN ENGLISH LEARNER Save Draft1. In what ways was your lesson effective and what might you do differently to improve the lesson? Save Draft2. How well did the lesson connect with the students' background and developmental information? Cite specific examples. 3. To what extent did the student make progress toward the academic learning goals? Cite specific examples from the evidence of student learning that you reviewed. Save Draft4. What will you do for the student(s) who did not achieve the academic learning goals? Save Draft5. What are your next steps with this focus student? Save Draft6. What would be your next steps in planning to facilitate this student's English Language Development? C. STUDENT 2: A STUDENT WHO PRESENTS A DIFFERENT INSTRUCTIONAL CHALLENGE Save Draft1. In what ways was your lesson effective and what might you do differently to improve the lesson? Save Draft2. How well did the lesson connect with the students' background and developmental information? Cite specific examples. Save Draft3. To what extent did the student make progress toward the academic learning goals? Save Draft4. What will you do for the student(s) who did not achieve the academic learning goals? Save Draft5. What are your next steps with this focus student? Step 6: Reflection after Instruction Directions: Review your responses for Steps 1 to 5. Consider what you have learned through the Culminating Teaching Experience task about the lesson, the student learning as a result of the lesson, and your analysis of the lesson and the student learning. Answer the questions below Save Draft1. Given your analysis of this lesson and the student learning that resulted, how will you use this information to guide your planning for future lessons? 2. After reflecting upon this instructional experience, what have you learned about the need for making adaptations as you plan for differentiated instruction? Cite specific information about the students, your plan for instruction, and the analysis of the lesson to explain your answer. Save Draft3. What are your goals for increasing your knowledge and skill in implementing instruction? How will achieving these goals help you become a more effective teacher?