__Domain 1: Planning and Preparation__

1a: Demonstrating Knowledge of Content and Pedagogy

1b: Demonstrating Knowledge of Students

1c: Setting Instructional Outcomes

1d: Demonstrating Knowledge of Resources

1e: Designing Coherent Instruction

1f: Designing Student Assessments

1b: Demonstrating Knowledge of Students

1c: Setting Instructional Outcomes

1d: Demonstrating Knowledge of Resources

1e: Designing Coherent Instruction

1f: Designing Student Assessments

Artifact 1c: Setting Instructional Outcomes
During my second placement, I had a lot more opportunity to develop math lesson for my students. This lesson plan is focused on introducing time to second grade students. For this lesson the students were to relate a.m. and p.m. to a certain time during the day, along with a.m. and p.m. they were working on telling time to the nearest five minutes. Before the lesson began I wrote the objectives for the lesson on the white board so that the students could see what the objectives for the lesson were. Once the lesson began, the students and I talked about what the objectives were. After the lesson was over, the students and I went back to the board to check if we had completed the objectives set for the lesson. This artifact show my understanding of instructional outcomes by showing that when I write lesson plans, I think about what I want the objectives to be for the lesson and how I will help the students complete the objectives. |

Artifact 1f: Designing Student Assessment
When I started my second semester placement, I was put in charge of a small group during workshop. During workshop time the students are grouped into three small groups, that rotate through three centers. The center that I teach is focused on the spelling words for the week and sight words. A typical week involves three days of sight words and two days of spelling. The students that are in this workshop are the low students from the three second grade classrooms. When I started working with this workshop group I was just asked if I could work on sight words and spelling with this group, so through the course of my placement I have designed and implemented sight word activities. This artifact shows an assessment I designed to see of the first 35 sight words on the second grade list they recognized after only working on them for a week. Each "x" mark on the paper are the words that the students did not know how to read. After giving this assessment I took the time to see what words were more missed the most and those words were keep in the pile of sight words to work on with the students. The next step was for each student to assembly a cube with the words they missed. The reason for this project was so that the students could take something home for them to be able to use to work on those words they missed. I did not want to just send them home with a piece of paper to read off of, I wanted them to have some fun while practicing sight words. |

Artifact 1c: Setting Instructional Outcomes

One of the math lesson that I taught was designed as a introduction to division that the students would be learning next year. At the end of the lesson the students were given instructions on a division math flower that they were to complete as part of the math lesson. This flower would show me if they understood how to do division using grouping, it would require them to use higher level thinking and show me that they understood and knew how to write a division equation.

The object of this division flower activity was to answer the story problem: If you have (2,3) flower stems and (6,12 or 18) petals, how many flower petals on each flower stem? The students were asked to choose either number of flower stems and petals, after their choose their numbers they needed to put together each flower. Once the flower was put together, the students were asked to write the equation that would make the picture true.

One of the math lesson that I taught was designed as a introduction to division that the students would be learning next year. At the end of the lesson the students were given instructions on a division math flower that they were to complete as part of the math lesson. This flower would show me if they understood how to do division using grouping, it would require them to use higher level thinking and show me that they understood and knew how to write a division equation.

The object of this division flower activity was to answer the story problem: If you have (2,3) flower stems and (6,12 or 18) petals, how many flower petals on each flower stem? The students were asked to choose either number of flower stems and petals, after their choose their numbers they needed to put together each flower. Once the flower was put together, the students were asked to write the equation that would make the picture true.