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Guided Math Integrated UnitFourth Grade Mathematics: Measurement & Data

EDUC 399- 01: Teaching Math Using Common Core Standards

Submitted byKaitlan Raby

Group: 12 Days of ChristmasGroup Members: Samantha Parsons, Tracy Hudnall,

Kaylah Carnell, and Kaitlin Dewhurst

Day 7: On the 7th day of Christmas my teacher gave to me… a task to see my measuring ability. Day 8: On the 8th day of Christmas my teacher gave to me… lights to deck the halls for all to see.

Submitted toM. Martin & G. Rogliano

2 December 2013

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West Virginia State UniversityCollege of Professional Studies: Department of Education

LESSON PLAN FORMAT

Teacher Candidate: Kaitlan Raby Date: November 26, 2013School: West Virginia State University Grade/Subject: 4 th Grade Math Lesson Topic: Measurement & Data

INSTRUCTIONAL OBJECTIVES/ STUDENT OUTCOMES1. Students will be able to accurately and precisely measure using a meter stick;2. Students will be able to convert using the metric system of measurement;3. Students will be able to find the interior perimeter of the school;4. Students will be able to use tally marks to accurately count;5. Students will be able to create an accurate bar graph;6. Students will be able to work cooperatively in groups to solve a real- world mathematical problem;7. Students will be able to self- reflect on their contributions to cooperative learning.

WV CSOsM.4.MD.1- know relative sizes of measurement units within one system of units including km, m, cm; kg, g; lb, oz.; l, ml; hr, min, sec, within a single system of measurement, express measurements in a larger unit in terms of a smaller unit, record measurement equivalents in a two column table, (For example, know that 1 ft is 12 times as long as 1 in. Express the length of a 4 ft snake as 48 in.) and generate a conversion table for feet and inches listing the number pairs (1, 12), (2, 24), (3, 36). (CCSS Math.4.MD.1)M.4.MD.3- apply the area and perimeter formulas for rectangles in real world and mathematical problems. (CCSS Math.4.MD.3)M.4.NBT.3- use place value understanding to round multi-digit whole numbers to any place. (CCSS Math.4.NBT.3)M.4.NF.5- express a fraction with denominator 10 as an equivalent fraction with denominator 100, and use this technique to add two fractions with respective denominators 10 and 100.4 For example, express 3/10 as 30/100, and add 3/10 + 4/100 = 34/100. (Students who can generate equivalent fractions can develop strategies for adding fractions with unlike denominators in general. But addition and subtraction with unlike denominators in general is not a requirement at this grade.) (CCSS Math.4.NF.5)M.4.NF.6- use decimal notation for fractions with denominators 10 or 100. For example, rewrite 0.62 as 62/100; describe a length as 0.62 meters; locate 0.62 on a number line diagram. (CCSS Math.4.NF.6)

In addition, this project uses 6 of the 8 Mathematical Practices in WV Standards (see bolded below):1. Make sense of problems and persevere in solving them.2. Reason abstractly and quantitatively.3. Construct viable arguments and critique the reasoning of others.4. Model with mathematics.5. Use appropriate tools strategically.6. Attend to precision.7. Look for and make use of structure.8. Look for and express regularity in repeated reasoning.

NATIONAL STANDARDSCCSS.Math.Content.4.MD.A.1- Know relative sizes of measurement units within one system of units including km, m, cm; kg, g; lb, oz.; l, ml; hr, min, sec. Within a single system of measurement, express measurements in a larger unit in terms of a smaller unit. Record measurement equivalents in a two-column table. For example, know that 1 ft is 12 times as long as 1 in. Express the length of a 4 ft snake as 48 in. Generate a conversion table for feet and inches listing the number pairs (1, 12), (2, 24), (3, 36)CCSS.Math.Content.4.MD.A.3- Apply the area and perimeter formulas for rectangles in real world and mathematical problems. For example, find the width of a rectangular room given the area of the flooring and the length, by viewing the area formula as a multiplication equation with an unknown factor.

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MANAGEMENT FRAMEWORKOverall Time - Two 90- minute lessonsDay 1Time Frame – 15 minutes- Teacher introduction;

30 minutes- Students cooperatively measure hallway;20 minutes- Students independently convert measurements;25 minutes- Lesson Conclusion.

Day 2Time Frame – 10 minutes- Teacher introduction;

50 minutes- Students independently tally lights, create bar graph, complete “Holiday Themes: Hanukkah Bar Graph” worksheet, and have a 2-3 minute math conference with the teacher to review self- reflection;20 minutes- Students cooperatively compare results to create a collaborative bar graph;10 minutes- Lesson Conclusion

DIFFERENTIATED INSTRUCTION/ ADAPTATIONS/ INTERVENTIONSSee attached “Needs- Based Planning” Chart

STRATEGIES Independent/group practice Guided instruction Cooperative groups

Discovery learning Project/inquiry learning

PROCEDURESDay 1Introduction/ Lesson Set – 15 minutes

The teacher will begin the lesson by giving students a marker and asking them to independently estimate how big the interior of the school is- students will write their estimation on a large poster at the front of the classroom. (5 minutes)

The teacher will place students in pre-assigned cooperative learning groups (3 students per group) and review Day 1 “Deck the Halls” packet (see attached), answering any questions students may have before beginning. (10 minutes)

o Each group should have a captain, a recorder, and a head measurer, in addition to a pencil, a meter stick, a clipboard, and a calculator.

o The teacher will demonstrate how the group is to measure once entering the hallway (from point to point, captain holds the place with his/her finger should the meter stick not measure the entire distance).

The teacher will also briefly review overall project expectations and go over project rubric with students. Body & Transitions- 50 minutes

Cooperative Practice (30 minutes): Students will then be given permission to enter the hallway and begin measuring from point to point. In the hallway, only the recorder should have his/her packet and a pencil. The captain and head measurer will be given time to copy down the measurements. With as little help from the teacher as possible, students should measure the interior perimeter of the school based on the pre-determined points set out by the teacher. Once all groups have completed measuring the hallway, the class will return to the classroom. Captains and head measurers should be given time to copy down measurements from the recorder before beginning independent work. The teacher should note behaviors of students.

Independent Practice (20 minutes): After returning from the hallway, students will disband from their groups and work independently to complete the measurement conversion worksheet. This will be completed and turned in by each individual group member. During independent practice, students should also complete “Part 2 Self- Reflection.”

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Closure- 25 minutes To conclude the lesson, each recorder will write their total perimeter on the SMART Board and the entire

class will work together to compare each group’s results to that of the teacher and find the mean, median, mode, and range to find a conclusive answer to the interior perimeter of the school. (15 minutes)

Using bulletin board paper, the teacher should record the average distance of the building to hang in the hallway beside the student’s initial estimation. The teacher should refer back to the Math Warm- Up estimation to see who guessed the closest to the actual total. (5 minutes)

Closure time will also be used to return all project materials to their home and ensure all components of the Day 1 “Deck the Halls” packet has been turned in to the teacher. (5 minutes)

Day 2Introduction/ Lesson Set- 10 minutes

The teacher will begin the lesson by asking each student to pick a number between 1 and 100), then asking them to write that number in correct tally marks. (5 minutes)

Then, the teacher will place students in pre-assigned cooperative learning groups (groups from Day 1) and review Day 2 “Deck the Halls” packet (see attached) and the worksheet “Holiday Themes: Hanukkah Bar Graph”, answering any questions students may have before beginning. Before beginning, teacher should also give a brief review of how to correctly tally. (5 minutes)

Body & Transitions- 75 minutes Independent Practice (50 minutes): Students will take turns tallying the different colors of Christmas lights.

Students will then take those totals and create an individual bar graph to be turned in for a grade. While students are waiting to count the Christmas lights, students will practice creating a bar graph using the “Holiday Themes: Hanukkah Bar Graph” (see attached) or individually conferencing with the teacher (all students will conference with the teacher.

o Conferences will vary based on the student- after reviewing the warm- up activity, the teacher will conference with the students who did not tally correctly to review with these students before they tally their lights. Students who displayed proficiency in tallying will discuss with the teacher their answers on the self- reflection from Day 1.

Cooperative Practice (20 minutes): Students will then go to their groups from Day 1 and compare their results for each color light. If they have different numbers, they will find the average for that color. Then, students will compile their averaged data and create a large bar graph on bulletin board paper to hang in the hallway. The teacher should note behaviors of students.

Closure- 10 minutesThe lesson conclusion time will be set aside to ensure all materials are put away and students have turned in all components of the activity and to give students time to complete their group evaluation.

*As a culminating activity, students will assist the teacher in hanging the paper Christmas lights up and down the hallway to decorate the school at the end of the mathematical side of this project.

ASSESSMENTDiagnostic: Day 2 Math Warm- Up will serve as a diagnostic assessment. (Obj. 4)Formative: Teacher observations of student’s using a meter stick (how often or not the teacher has to correct to ensure accuracy and precision), in addition to observations of cooperative group behavior on day 1 and day 2, self- reflections on day 1, and group evaluations submitted on day 2 will allow the teacher to formatively assess groupings for both day 2 and future cooperative groups. (Obj. 1, 6, and 7)Summative: Summative assessments will be drawn from work submitted in packets based on individual student’s ability to measure, convert, and accurately transfer data to a bar graph. Additionally, an overall project rubric (see attached) will be used to summatively assess student’s overall performance based on self- reflection, group evaluations, work submitted, teacher observations, and whether or not the work they submitted met 4th grade expectations. (Obj. 2, 3, and 5)

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MATERIALS Deck the Halls” Packet (Day 1) copied for

each individual student “Deck the Halls” Packet (Day 2) copied for

each individual student “Holiday Themes: Hanukkah Bar Graph”

worksheet Teacher- created project rubric Pre- determined cooperative groups of 3 Measurable points in hallway (teacher

should prepare before activity) Meter Stick Calculator Clipboard Computer

SMART Board Scissors Glue Paper Christmas Lights (teacher should

prepare before activity) Pencil Coloring Utensils Bulletin Board Paper

o 2 pieces for Math Warm- Up Activities

o 1 piece for average distance around the building

o 1 piece per group for light frequency bar graph

EXTENTED ACTIVITIESIf Student Finishes Early- I do not anticipate student’s finishing early over the course of this project.If Lesson Finishes Early- If day 1 were to finish early, I will have the students complete the math warm- up/ diagnostic assessment for day 2. If Technology Fails- If I am unable to use the SMART Board for students to write their measurements on we will use the dry erase board.

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Deck the HallsMeasurement & Data Project

Day 1

Name: ___________________________________

Group Role: Captain Recorder Head Measurer

Group Members: _____________ & ____________Project Checklist

Task Complete

Part 1

Measure the HallsCalculate Results:A. Add up all subtotals (9) to get total measurement for entire school;B. Do measurement worksheet

Part 2

Self- Reflection

You must complete all parts of this packet individually to be turned in for a grade.

Please note: Not only are you graded for mathematical accuracy in this project, but you are also graded for neatness, cooperation within your

group, and your attitude throughout the day. It is your job as a cooperative group member and a member of Ms. Raby’s class to be

positive, helpful, and on task while working on this project.

Make good choices and have fun!

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Circle the appropriate choice.

Part 1Measuring the Halls

Directions: You and your group members are to measure the following points in the hallway using the metric measuring system.

MEASURE TO THE NEAREST CENTIMETER

7

8

Measurement(Meters)

1 2

2 3

3 4

STOP!Subtotal your measurement (Subtotal #1)

Write Subtotal Here: ________________________5 6

7 8

9 10

11 12



15 16

17 18

19 20


Write Subtotal Here: ________________________

21 22

23 24

25 26

27 28



31 32

33 34

Measurement Worksheet

Round to nearest whole number

MetersM

DecimetersM to DM

CentimetersDM to CM

Subtotals from hall measurements go

here

MillimetersCM to MM

Subtotal #1 __________m __________m _________dm _________cm ________mm









Total __________m __________m _________dm _________cm ________mm

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Part 2Self- Reflection

On a scale of 1-5, with 1 being the lowest or “No, I didn’t do that” and 5 being the highest or “Yes, I did do that”, rate yourself on how you feel you worked on this project.

Circle the correct number.

1. I stayed on task. 1 2 3 4 5

2. I worked well with my group members. 1 2 3 4 5

3. I added something positive to my group. 1 2 3 4 5

4. I added something negative to my group. 1 2 3 4 5

5. I did my job within my group. 1 2 3 4 5

6. I did my absolute best on this project. 1 2 3 4 5

Finish the following sentences.7. My favorite part of this project was… ______________________________________________________________________________________________________________________________________________________________________________________________________

8. If I could change one thing about this project it would be… ______________________________________________________________________________________________________________________________________________________________________________________________________

9. I feel that my group and I work really (well or poorly) together because… ______________________________________________________________________________________________________________________________________________________________________________________________________

10. Based on the work my group and I did on today’s project, I feel I should receive the grade of (circle): A B C D E

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Circle the appropriate choice.

Deck the HallsMeasurement & Data Project

Day 2

Name: ___________________________________

Group Members: _____________ & ____________Project Checklist

Task Complete

Part 1 & 2

Count the lights: A. Tally the lights BY COLOR B. Convert data to bar graphComplete “Holiday Themes: Hanukkah Bar Graph

Part 3 Group Evaluation

Conference

You must complete all parts of this packet individually to be turned in for a grade.

Please note: Not only are you graded for mathematical accuracy in this project, but you are also graded for neatness, cooperation within your

group, and your attitude throughout the day. It is your job as a cooperative group member and a member of Ms. Raby’s class to be

positive, helpful, and on task while working on this project.

Make good choices and have fun!

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Part 1- Light Color FrequencyDirections: Go to the round table and count how many lights are in each color.

Make sure you write the color of the lights in your chart. Then, total up the amount of lights overall. After counting, create a bar graph to display your results.

Color Tally TotalRed

Orange

Yellow

Light Green

Neon Green

Teal

Blue

Dark Purple

Light Purple

Neon Pink

Total Number of Lights

DO NOT TALLY THE TOTAL NUMBER OF LIGHTS.

ADD UP YOUR TOTALS.PUT THE TOTAL AMOUNT IN THIS

BOX

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Title: _________________________________________

100

90

80

70

60

50

40

30

20

10

X- Axis: __________________________________________________

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Y- Axis: ____________________________

Part 2- Bar Graph

Part 3- Group EvaluationOn a scale of 1-5, with 1 being the lowest or “No, they didn’t do that” and 5 being the highest or “Yes, they did do that”, rate your group members on how you feel they worked on this project.

Group Member’s Name: ________________________________________________________

1. He/she stayed on task. 1 2 3 4 5

2. He/she worked well with group members. 1 2 3 4 5

3. He/she added something positive to group. 1 2 3 4 5

4. He/she added something negative to group. 1 2 3 4 5

5. He/she did their job within the group. 1 2 3 4 5

6. List one thing he/she did well: ____________________________________________________________________________________________________________________________________________________________

7. List one thing you would have liked to see out of this group member: ____________________________________________________________________________________________________________________________________________________________----------------------------------------------------------------------------------------------------Group Member’s Name: ________________________________________________________

1. He/she stayed on task. 1 2 3 4 5

2. He/she worked well with group members. 1 2 3 4 5

3. He/she added something positive to group. 1 2 3 4 5

4. He/she added something negative to group. 1 2 3 4 5

5. He/she did their job within the group. 1 2 3 4 5

6. List one thing he/she did well: ____________________________________________________________________________________________________________________________________________________________

7. List one thing you would have liked to see out of this group member: ____________________________________________________________________________________________________________________________________________________________

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Deck the Halls Project Rubric

Student Name: _________________________________________________________________

20 points 15 points 10 points 5 points 0 points

Overall Accuracy

Students overall mathematical work

submitted had 2 errors or less.

Students overall mathematical work submitted had 3-5

errors.


errors.


errors.

Students overall mathematical work submitted had 12+

errors.

Day 1:Accuracy

Student submitted work with no mathematical

errors.

Student submitted work with 1-2 mathematical

errors.


errors.


errors.

Student submitted work with 7+ mathematical

errors.

Day 2: Accuracy

Student submitted work with no mathematical

errors.


errors.


errors.


errors.

Student submitted work with 7+ mathematical

errors.

Overall Participation, Attitude, and Cooperation

Students overall participation, attitude,

and group participation exceeded expectations.


and group participation met expectations.


and group participation did not meet expectations.

Day 1:Participation, Attitude, and Cooperation

Student did not need encouragement to

participate, display a positive attitude, and cooperate with group

members with minimal teacher interference.

Student needed little encouragement to

participate, display a positive attitude, and cooperate with group members with some teacher interference.

Student made no attempt participate,

display a positive attitude, and cooperated

with group members with significant teacher

interference.

Day 2:Participation, Attitude, and Cooperation

Student did not need encouragement to

participate, display a positive attitude, and cooperate with group

members with minimal teacher interference.

Student needed little encouragement to

participate, display a positive attitude, and cooperate with group members with some teacher interference.

Student made no attempt participate,

display a positive attitude, and cooperated

with group members with significant teacher

interference.

Responsibility

Student submitted work on time each day with no prompting and

had all components (name, date, work)

completed upon submission.

Student submitted work on time each day with little prompting

and had all components (name,

date, work) completed upon submission.

Student submitted work on time each day with some prompting

and had 2 of 3 components (name,

date, work) completed upon submission.

Student needed numerous reminders to turn his or her work in and had at least one

of the components (name, date, work)


Student needed numerous reminders to turn his or her work in and work did not have components (name, date, work)


Group Role

Student exceeded expectations in role

assigned to them. Fulfilled role with no teacher assistance.

Student met expectations in role

assigned to them. Fulfilled role with little

teacher assistance.

Student made an effort to meet expectations

in role assigned to them. Fulfilled role with some teacher

assistance.

Student made an effort to meet expectations

in role assigned to them. Fulfilled role

with significant teacher involvement.

Student made no effort to meet expectations

in role assigned to them. Did not fulfill

role.

NeatnessStudent submitted work that was neat, legible, and reflected the work

of a 4th grader.

Student submitted work that lacked neatness, legibility, and did not

reflect the work of a 4th

grader.

Reflection & Evaluations

Student’s reflection and group evaluations were truthful and matched

overall teacher observations.

Student’s reflection and group evaluations were not truthful and did not match overall teacher

observations.

Total ____________/ 200 Letter Grade: ____________

Teacher Comments:

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Differentiating Instruction for Students with Special Needs

Please describe all that apply:Needs-Based Planning

Learning Differences: In this project, five different learning styles are accommodated. See below.

Sensory Differences: Before assigning jobs within the group, the teacher will take sensory differences into account.For example: Children that lack proficient fine motor skills and as a result have poor handwriting will not be given the job of recorder. Project instructions for students who have difficulty in processing verbal or auditory information at a normal rate will be modified and, additionally, will be listed on project task sheets.

Attention Differences: The teacher’s grouping will greatly modify attention differences. By placing students with attention problems with students who remain on task, the cooperative learning environment will force the student with attention problems to remain on task because their group members will be evaluating them at the end of the project. Furthermore, the lesson requires movement and is presented in short intervals which should help alleviate attention problems.

Behavioral Differences: Students who behave correctly during this project will be given the privilege of “decking the halls” (hanging up the paper Christmas lights in the hallway). Students who choose to behave poorly over the course of this project will find themselves unable to participate in the project and have to do an alternate, individual project on their own time to make up the points in this project and will be sent to the office or a different teacher’s classroom while the teacher and other students are “decking the halls”.

Motivational Differences: To promote student motivation, the self- reflection and group evaluation will serve as a medium for students to know that not only will they have to evaluate themselves and their group members, but their actions and work within the group will be evaluated as well.

Ability Differences: The activities are designed to be tiered with Day 1 activities being more difficult than Day 2 activities. Additionally, the teacher will group the students based on their mathematical ability (high student, average student, low student in each group) to help alleviate some ability differences (Zone of Proximal Development).

Physical Differences: Any student who does not have the physical ability to fully participate in either day 1 or day 2 will have their group job modified. For example: A student in a wheelchair will be the group’s recorder.

Cultural Differences: The “Holiday Themes: Hanukkah Bar Graph” addresses one potential cultural difference. Based on the classroom, this activity could be modified to meet whatever cultural differences are present.

Communication Differences: Should communication differences be a factor in this project, modifications will be made to their individual task sheet so that they may fully understand the expectations of the project.

Enrichment: Project based learning, discovery learning, cooperative groups, and having to evaluate oneself and others are all forms of enrichment used in this project.

Multiple intelligence addressed (check all that apply): Verbal/linguistic NaturalistX Spatial X InterpersonalX Logical/mathematical X IntrapersonalX Bodily-kinesthetic Existential Musical Others (explain):

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RUBRIC: WVSU LESSON PLAN (revised 1/13)

Category Distinguished Accomplished Emerging Unsatisfactory

Setting Lesson Objectives and Student Outcomes

*Objectives/Outcomes were clearly stated and described what students will learn and master*Aligned with WVCSOs*Aligned with National standards*If technology was used, the lesson provided equitable access to ALL students engaged in the lesson*Aligned with ISTE Standards [21st Century Technology Tools and/or 21st Century Learning skills]

*Objectives/outcomes were not clearly stated and/or one of the required elements were missing*Aligned with WVCSOs*Aligned with National standards*If technology was used, the lesson provided equitable access to ALL students engaged in the lesson*Aligned with ISTE Standards [21st Century Technology Tools and/or 21st Century Learning skills]

*Objectives/outcomes were not clearly stated and/or two of the required elements were missing*Aligned with WVCSOs*Aligned with National standards*If technology was used, the lesson provided equitable access to ALL students engaged in the lesson*Aligned with ISTE Standards [21st Century Technology Tools and/or 21st Century Learning skills]

*Objectives/outcomes were not clearly stated and two or more of the required elements were missing*Aligned with WVCSOs*Aligned with National standards*If technology was used, the lesson provided equitable access to ALL students engaged in the lesson*Aligned with ISTE Standards [21st Century Technology Tools and/or 21st

Century Learning skills]

Design of Lesson and Pedagogy

Extensively organized containing all parts: *Introduction/Lesson Set *Body/Transitions

*ClosureStrategies were designed to: * Engage students *Promote critical thinking and problem solving *Logical sequencing of meaningful activities *Balance of small, large, individual , and partner learning experiences *Supported the objective/outcome of the lesson

Moderately organized containing two parts:*Introduction/Lesson Set *Body/Transitions

*ClosureStrategies only addressed 4 of the following:: *Engage students *Promote critical thinking and problem solving *Logical sequencing of meaningful activities *Balance of small, large, individual , and partner learning experiences *Supported the objective/outcome of the lesson

Minimally organized containing one part:*Introduction/Lesson Set *Body/Transitions

*ClosureStrategies only addressed 3 of the following: *Engage students *Promote critical thinking and problem solving *Logical sequencing of meaningful activities *Balance of small, large, individual , and partner learning experiences *Supported the objective/outcome of the lesson.

Not organizedStrategies were not designed to: *Engage students *Promote critical thinking and problem solving *No logical sequencing of meaningful activities *No balance of various learning experiences *Did not support the objective/outcome

Content Knowledge

*Reflected a deep knowledge of content *Identified and assessed prerequisite knowledge needed to understand the lesson

*Reflected a knowledge of content *Moderately identified prerequisite knowledge needed to understand the lesson*Did not assess the prerequisite knowledge

*Reflected limited knowledge of content *Did not identify or assess prerequisite knowledge needed to understand the lesson

*Did not reflect a knowledge of content*Did not identify or assess prerequisite knowledge that is needed to understand the lesson

Understands Characteristics of Students

*Designed to motivate and engage ALL students*Developmentally appropriate*Differentiated to meet the needs of different learning styles, students with disabilities, and high achievers* Includes activities for high and low achievers

*Designed to motivate and engage more than 50% of the students*Developmentally appropriate*Differentiated to meet two of the following: different learning styles, students with disabilities, and high achievers

*Designed to motivate and engage less than 50% of the students* Lesson is NOT developmentally appropriate*Differentiated to meet only one of the following: different learning styles, students with disabilities, and high achievers

* NOT designed to motivate and engage ALL students*NOT developmentally appropriate*NOT differentiated to meet unique characteristics of students

Assessment * Described diagnostic, formative, and summative assessments*Assessments were aligned with ALL objectives/outcomes*Attached at least one formal or informal assessment tool

* Described diagnostic, formative, and summative assessments*Assessments were aligned with more than half of the objectives/outcomes*Attached at least formal or informal assessment tool

* Described diagnostic, formative, and summative assessments*Assessments were aligned with less than half of the objectives/outcomes*Formal or informal assessment tool was not attached

*Did not describe diagnostic, formative or summative assessments*NOT aligned with objectives/outcomes

Time *Time management was addressed, completed within

*Time management was identified and completed

*Time management was identified but was not completed

*Time management was not identified

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Management and Mechanics

allotted time for lesson, and included all parts*All materials were listed*Extended Activities were identified, meaningful, developmentally appropriate, and differentiated*Extended activities for students that finished early*Extended activities if the lesson finished early*Planned for alternative activities if technology failed*Contained NO errors in grammar, spelling, and punctuation*Contained bullets for all information

within time frame but did not include all parts needed to successfully time manage the lesson.*All materials were listed*Extended Activities were identified but were missing one of the following: meaningful, developmentally appropriate, and differentiated*Extended activities for students that finished early*Extended activities if the lesson finishes early*Planned for alternative activities if technology failed*Lesson Plan contained 3 or fewer errors in grammar, spelling, and punctuation*Contained bullets for all information

within allotted time for lesson and does not divided into 3 divisions: Introduction/Lesson SetBody and Transitions or Closure*All materials were listed*Extended activities were identified but did not meet one or more of the following: meaningful, developmentally appropriate, and differentiated.*Limited activities for if the lesson finished early*Limited activities for if technology failed *Lesson Plan contained 5 or fewer errors in grammar, spelling, and punctuation*Did not contain bullets for information

*All materials were listed*No or limited extended activities*Lesson Plan contained more than 6 errors in grammar, spelling, and punctuation*Did not contain bullets for information

Reflection *Explained what worked and did not work*Described in-depth ideas for improving instruction

*Moderately explained what worked and did not work*Listed some ideas for improving instruction

*Minimally explained what worked and did not work*Missing ideas for improving instruction

*Reflection missing or showed no instructional insights

Data Analysis *Assessment data was provided, calculated, analyzed, and used for future instructional decision making

*Assessment data was discussed but NOT calculated, analyzed, and used for future instructional decision making

*Assessment data was in lesson but NOT discussed

*No assessment data was given or attached

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