Curriculum Content
Long-term Planning
Complete Unit: 8 Lessons, 5 Assessments
4/9/13-4/26/13
The student learning goals for the Butterfly Unit are to meet the following writing and science State Standards for a second grade classroom: 1.) 2.2L.1: Describe the life cycle of a living thing; and 2.W.7; and 2.) Participate in shared research and writing projects. The concept goal of the unit is that students will be able to describe the life cycle of the butterfly. The skill goal of the unit is that students will be able to ability to write a research paper with a partner.
I am planning for long-term attainment of these learning goals by breaking the lesson up into manageable chunks of information for the students to digest and practice on their own and in pairs. I am ensuring that the below lesson plans are aligned to the objectives by brainstorming lesson ideas from the standards, creating a goal based on those standards, breaking down those goals to reflect that day's learning objectives, and creating lesson plans to help students meet those objectives. I am ensuring that the below lesson plans are aligned to the assessment methods by checking to see that my pre-, formative, and post-assessments are checking the comprehension levels of the students. The information gleaned from the above-mentioned assessments informs my practice and shapes the next steps of the teaching content.
Short-term Planning
The below lesson plans have been designed to approximate appropriate teaching methods based on the daily learning goals. The further into the learning, the more student-based the lessons become. This gives students an opportunity to put their knowledge into practice and build capacity.
I built on the concept of the original newspaper unit by making our research paper on the butterfly life cycle the top story in Fabulous News. After the unit, I shared the online newspaper on the document camera so the students could view the fruit of their hard work. The online newspaper can be found at the following blog address: http://fabulousnewspaper.blogspot.com/
In order to support the diverse group of students in the classroom, all of the student-based learning activities were designed for students to work in pairs that were comprised based on their knowledge and ability levels.
Each lesson begins with a "Brain Break" which is a two to five minute physically active, music-based, teacher-led activity that typically involves singing and movement. The most popular Brain Break utilized during the Butterfly Unit was The Butterfly Ballad (please see below). The students helped me create different movements for each phase of the butterfly life cycle represented in the song. Singing about the life cycle and acting out the different phases helped the students conceptualize the abstract. The Brain Breaks reset students from PE and prepared them for learning. Another thing we do to prepare for learning is to review our science/writing block agenda and student goals. This helps center students so that they are aware of the daily plan, the structure of the lesson, and what is expected of them by the end of the lesson.
Within the lesson plans below, you will notice a variety of learning activities that support learning for diverse learners. Students have the opportunity to work quietly and independently, to work socially and actively in groups, to learn through music and movement, utilize in-class resources (e.g. dictionary and nonfiction texts), and to teach and learn from one another. Student learning is supported through drawing, visual aids, verbal instructions, intrapersonal interaction with peers, texts, and physical movement and singing. As the teacher, I planned a variety of activities and have modeled what is expected of the students. I also have procedures in place to support them in their learning (modeling, instructing, working in small groups, designing lessons specific for their needs, grazing to check for understanding and answer questions, and adjust my lesson plans according to students' needs).
Literacy is integrated into every lesson as students are asked to explain their thinking orally to their neighbor and by way of writing in their science journals. The beginning of each class I go over new vocabulary with the students by providing visual clues and asking them to help me define the new word. They have more opportunities to discuss vocabulary predictions with their table and then I guide them to an-easy-to-understand definition. Everyday students are practicing reading when they read the student goals along with me. They had many opportunities to read nonfiction texts, and they got practice speaking and listening during their group presentations. Each lesson I model expectations by way of the document camera and the task at hand is visually represented. I incorporated visual representation by encouraging students to draw their own visual aids in order to help them think about the abstract concept of the butterfly life cycle. Additionally, students were taught the skills of note taking, summarizing, and report writing. I feel it is important to integrate literacy instruction in my daily lesson plans and assessment tools by using oral communication and writing as strategic tools for them to express their thoughts and knowledge.
The technologies I was able to utilize in the classroom to help me achieve my curricular goals were limited during this work sample. I used the internet to help me research teaching strategies and ideas. I used the computer to type my lesson plans and the printer to print off my lesson plans and any materials the students would need. I used the whiteboard and dry erase markers to display the lessons' standards, theme, student goals, and agenda. I also used the document camera to model the work, procedures, and expectations for the class. The limited technology that I used in the classroom hugely impacted my teaching and my students' learning. I can't imagine not using technology in the classroom. I also used a blog page to create our classroom newspaper. To view the students research papers on the butterfly life cycle click on the following link: http://fabulousnewspaper.blogspot.com/ Technology has become an integral part of our society and working world. Students need as much exposure to it as possible. Furthermore, technology has the ability to make lessons easier, clearer, and more concise for student comprehension (e.g. modeling procedures and expectations on the document camera). The materials and equipment utilized in the implementations of the below lessons, include lyrics to The Butterfly Ballad, images, videos, nonfiction children’s books, Venn diagrams, anchor charts, whiteboard, Mac laptop, PC desktop, the internet, the document camera, and the projector.
I monitored student learning throughout the lesson by checking for understanding and asking students to remind us of the class expectations. I ask probing questions to check for a deeper understanding of the subject area. During the lessons, I stopped at designated checkpoints to check for understanding by asking students for a nonverbal signal of understanding (such as thumbs up). I also ask if there are any questions at that point. During the lesson they were asked to demonstrate understanding by asking questions, giving thumbs up, and showing their work. Additionally, they wrote questions or facts they had learned that day in their science journals that I would review at the end of the day.
At the end of each lesson plan, I have a section labeled "Reflections." After each lesson, I sat down and contemplated what went right and/or what could have gone better. Then, I took a minute to jot down my thoughts. When I planned for the next lesson, I reviewed my reflections and incorporated my conclusions into the next lesson plan. Additionally, I reviewed students work to determine whether or not students accomplished their learning goals. Again, I revised the next day’s lessons according to this new information. In order to review what worked, needed changing, and what were my next steps, please review the "Reflection" sections listed in the lesson plans below.
Adaptions & Modifications
None of the students in my classroom have been placed on IEP's at this point in time so I do not have any officially addressed learning disabilities or students with extraordinary intellectual talents. However, I have recently realized that one of the students is an ELL. The classroom is primarily White and of a lower-middle socioeconomic status. It is apparent to me, based upon the students' performance, that there are several levels of student cognition in the classroom. In order to meet the needs of all of these students in a fair and democratic way, I have utilized different instructional techniques in order to meet each student’s individual learning needs. In order to grasp the concepts of the butterfly life cycle we have used song and repetition, visual aids (within charts and Realia), vocabulary building, dance, and drawing. I have been imploring the students to be more social in their learning, encouraging them to answer my questions, ask their own questions, think-pair-share, and join in class discussions. Mrs. Meehan is still helping me graze the room to check for understanding, pull the group together, and ensure students are on-task. However, I have strategically paired the students so that they are able to learn from each other and/or teach each other. This helps to further engage the class. Subsequently, while I am teaching a lesson, if my planning is off-base and/or I misjudged my students’ prior knowledge, I make spur of the moment adjustments to help cater to the flow of learning that exists in the classroom within that given time on that given day. In order to adapt my lessons for students who are below grade level in reading and writing and my ELL student, we read aloud our student goals and discuss what is expected, I give students the option of writing or drawing their ideas, I give students plenty of opportunities to discuss ideas with a peer, and I have below grade level students work with at grade level students so that they can teach and learn from one another. These strategies help all students, not just the students who may need a little extra support. Students that seemed to really grasp the concept instantaneously were encourage to ask more advanced questions and use more advanced text. These students were partnered together to inspire higher level thinking and inquiry. I also had higher expectations from them concerning the research paper based on where I knew they were capable of performing.
Complete Unit: 8 Lessons, 5 Assessments
4/9/13-4/26/13
The student learning goals for the Butterfly Unit are to meet the following writing and science State Standards for a second grade classroom: 1.) 2.2L.1: Describe the life cycle of a living thing; and 2.W.7; and 2.) Participate in shared research and writing projects. The concept goal of the unit is that students will be able to describe the life cycle of the butterfly. The skill goal of the unit is that students will be able to ability to write a research paper with a partner.
I am planning for long-term attainment of these learning goals by breaking the lesson up into manageable chunks of information for the students to digest and practice on their own and in pairs. I am ensuring that the below lesson plans are aligned to the objectives by brainstorming lesson ideas from the standards, creating a goal based on those standards, breaking down those goals to reflect that day's learning objectives, and creating lesson plans to help students meet those objectives. I am ensuring that the below lesson plans are aligned to the assessment methods by checking to see that my pre-, formative, and post-assessments are checking the comprehension levels of the students. The information gleaned from the above-mentioned assessments informs my practice and shapes the next steps of the teaching content.
Short-term Planning
The below lesson plans have been designed to approximate appropriate teaching methods based on the daily learning goals. The further into the learning, the more student-based the lessons become. This gives students an opportunity to put their knowledge into practice and build capacity.
I built on the concept of the original newspaper unit by making our research paper on the butterfly life cycle the top story in Fabulous News. After the unit, I shared the online newspaper on the document camera so the students could view the fruit of their hard work. The online newspaper can be found at the following blog address: http://fabulousnewspaper.blogspot.com/
In order to support the diverse group of students in the classroom, all of the student-based learning activities were designed for students to work in pairs that were comprised based on their knowledge and ability levels.
Each lesson begins with a "Brain Break" which is a two to five minute physically active, music-based, teacher-led activity that typically involves singing and movement. The most popular Brain Break utilized during the Butterfly Unit was The Butterfly Ballad (please see below). The students helped me create different movements for each phase of the butterfly life cycle represented in the song. Singing about the life cycle and acting out the different phases helped the students conceptualize the abstract. The Brain Breaks reset students from PE and prepared them for learning. Another thing we do to prepare for learning is to review our science/writing block agenda and student goals. This helps center students so that they are aware of the daily plan, the structure of the lesson, and what is expected of them by the end of the lesson.
Within the lesson plans below, you will notice a variety of learning activities that support learning for diverse learners. Students have the opportunity to work quietly and independently, to work socially and actively in groups, to learn through music and movement, utilize in-class resources (e.g. dictionary and nonfiction texts), and to teach and learn from one another. Student learning is supported through drawing, visual aids, verbal instructions, intrapersonal interaction with peers, texts, and physical movement and singing. As the teacher, I planned a variety of activities and have modeled what is expected of the students. I also have procedures in place to support them in their learning (modeling, instructing, working in small groups, designing lessons specific for their needs, grazing to check for understanding and answer questions, and adjust my lesson plans according to students' needs).
Literacy is integrated into every lesson as students are asked to explain their thinking orally to their neighbor and by way of writing in their science journals. The beginning of each class I go over new vocabulary with the students by providing visual clues and asking them to help me define the new word. They have more opportunities to discuss vocabulary predictions with their table and then I guide them to an-easy-to-understand definition. Everyday students are practicing reading when they read the student goals along with me. They had many opportunities to read nonfiction texts, and they got practice speaking and listening during their group presentations. Each lesson I model expectations by way of the document camera and the task at hand is visually represented. I incorporated visual representation by encouraging students to draw their own visual aids in order to help them think about the abstract concept of the butterfly life cycle. Additionally, students were taught the skills of note taking, summarizing, and report writing. I feel it is important to integrate literacy instruction in my daily lesson plans and assessment tools by using oral communication and writing as strategic tools for them to express their thoughts and knowledge.
The technologies I was able to utilize in the classroom to help me achieve my curricular goals were limited during this work sample. I used the internet to help me research teaching strategies and ideas. I used the computer to type my lesson plans and the printer to print off my lesson plans and any materials the students would need. I used the whiteboard and dry erase markers to display the lessons' standards, theme, student goals, and agenda. I also used the document camera to model the work, procedures, and expectations for the class. The limited technology that I used in the classroom hugely impacted my teaching and my students' learning. I can't imagine not using technology in the classroom. I also used a blog page to create our classroom newspaper. To view the students research papers on the butterfly life cycle click on the following link: http://fabulousnewspaper.blogspot.com/ Technology has become an integral part of our society and working world. Students need as much exposure to it as possible. Furthermore, technology has the ability to make lessons easier, clearer, and more concise for student comprehension (e.g. modeling procedures and expectations on the document camera). The materials and equipment utilized in the implementations of the below lessons, include lyrics to The Butterfly Ballad, images, videos, nonfiction children’s books, Venn diagrams, anchor charts, whiteboard, Mac laptop, PC desktop, the internet, the document camera, and the projector.
I monitored student learning throughout the lesson by checking for understanding and asking students to remind us of the class expectations. I ask probing questions to check for a deeper understanding of the subject area. During the lessons, I stopped at designated checkpoints to check for understanding by asking students for a nonverbal signal of understanding (such as thumbs up). I also ask if there are any questions at that point. During the lesson they were asked to demonstrate understanding by asking questions, giving thumbs up, and showing their work. Additionally, they wrote questions or facts they had learned that day in their science journals that I would review at the end of the day.
At the end of each lesson plan, I have a section labeled "Reflections." After each lesson, I sat down and contemplated what went right and/or what could have gone better. Then, I took a minute to jot down my thoughts. When I planned for the next lesson, I reviewed my reflections and incorporated my conclusions into the next lesson plan. Additionally, I reviewed students work to determine whether or not students accomplished their learning goals. Again, I revised the next day’s lessons according to this new information. In order to review what worked, needed changing, and what were my next steps, please review the "Reflection" sections listed in the lesson plans below.
Adaptions & Modifications
None of the students in my classroom have been placed on IEP's at this point in time so I do not have any officially addressed learning disabilities or students with extraordinary intellectual talents. However, I have recently realized that one of the students is an ELL. The classroom is primarily White and of a lower-middle socioeconomic status. It is apparent to me, based upon the students' performance, that there are several levels of student cognition in the classroom. In order to meet the needs of all of these students in a fair and democratic way, I have utilized different instructional techniques in order to meet each student’s individual learning needs. In order to grasp the concepts of the butterfly life cycle we have used song and repetition, visual aids (within charts and Realia), vocabulary building, dance, and drawing. I have been imploring the students to be more social in their learning, encouraging them to answer my questions, ask their own questions, think-pair-share, and join in class discussions. Mrs. Meehan is still helping me graze the room to check for understanding, pull the group together, and ensure students are on-task. However, I have strategically paired the students so that they are able to learn from each other and/or teach each other. This helps to further engage the class. Subsequently, while I am teaching a lesson, if my planning is off-base and/or I misjudged my students’ prior knowledge, I make spur of the moment adjustments to help cater to the flow of learning that exists in the classroom within that given time on that given day. In order to adapt my lessons for students who are below grade level in reading and writing and my ELL student, we read aloud our student goals and discuss what is expected, I give students the option of writing or drawing their ideas, I give students plenty of opportunities to discuss ideas with a peer, and I have below grade level students work with at grade level students so that they can teach and learn from one another. These strategies help all students, not just the students who may need a little extra support. Students that seemed to really grasp the concept instantaneously were encourage to ask more advanced questions and use more advanced text. These students were partnered together to inspire higher level thinking and inquiry. I also had higher expectations from them concerning the research paper based on where I knew they were capable of performing.
Pre-Assessment: The Life Cycle of the Butterfly
Subject: Science
Unit: Butterflies
Day 1: April 9, 2013
Standards: 2.2L.1: Describe the life cycle of a living thing
Goals: Describe the life cycle of the butterfly
Objectives: Students can attempt to identify the four phases of the butterfly life cycle.
Bloom's Taxonomy: Cognitive, Remembering
Agenda
1.) Review topic and student goals
2.) Pre-Test on the Butterfly Life Cycle
3.) Read to self
4.) Clean-up
Timeline
10:30: Review topic and student goals
10:35: Administer the pre-assessment on the document camera, allow capable students to work ahead if desired. Mrs. Meehan will administer the test to students that need additional help with reading at the back table.
10:45: Students will read to themselves as the rest of the class finishes the assessment
10:50: Clean-up and prepare for math
Differentiation: Mrs. Meehan will administer the test to students that need additional help with reading. I will administer the test to the rest of the class, and students who are capable of independent work will be allowed to work ahead.
Materials: Whiteboard, document camera, and a typed-up assessment
Reflection: Next time, I will check that all students understand the test directions before moving forward. One student had to redo all of his work because he didn’t understand the instructions (or possibly wasn’t paying attention).
Unit: Butterflies
Day 1: April 9, 2013
Standards: 2.2L.1: Describe the life cycle of a living thing
Goals: Describe the life cycle of the butterfly
Objectives: Students can attempt to identify the four phases of the butterfly life cycle.
Bloom's Taxonomy: Cognitive, Remembering
Agenda
1.) Review topic and student goals
2.) Pre-Test on the Butterfly Life Cycle
3.) Read to self
4.) Clean-up
Timeline
10:30: Review topic and student goals
10:35: Administer the pre-assessment on the document camera, allow capable students to work ahead if desired. Mrs. Meehan will administer the test to students that need additional help with reading at the back table.
10:45: Students will read to themselves as the rest of the class finishes the assessment
10:50: Clean-up and prepare for math
Differentiation: Mrs. Meehan will administer the test to students that need additional help with reading. I will administer the test to the rest of the class, and students who are capable of independent work will be allowed to work ahead.
Materials: Whiteboard, document camera, and a typed-up assessment
Reflection: Next time, I will check that all students understand the test directions before moving forward. One student had to redo all of his work because he didn’t understand the instructions (or possibly wasn’t paying attention).
Pre-Assessment: Research Writing
Subject: Writing
Unit: Butterflies
Day 2: April 10, 2013
Standards: 2.W.7: Participate in shared research and writing projects (e.g. read a number of books on a single topic to produce a report).
Goals: Read, identify important information, and summarize main points.
Objectives: 1.) Students will attempt to read a short passage.
2.) Students will attempt to correctly highlight important information.
3.) Students will attempt to correctly choose an answer that summarizes the main points.
Bloom's Taxonomy: Cognitive, Remembering
Agenda
1.) Review topic and student goals
2.) Pre-Test on reading, identifying, and summarizing
3.) Read to self
4.) Clean-up
Timeline
10:30: Review topic and student goals
10:35: Pass-out highlighters and tests.
10.38: Administer the pre-assessment on the document camera, allow capable students to work ahead if desired. Mrs. Meehan will administer the test to students that need additional support with reading at the back table.
10:45: Students will read to themselves as the rest of the class finishes the assessment
10:50: Clean-up and prepare for math
Differentiation: Mrs. Meehan will administer the assessment to students that need additional help with reading at the back table. I will administer the test to the rest of the class, and students who are capable of independent work will be allowed to work ahead.
Materials: Whiteboard, document camera, highlighters, and a typed-up assessment
Reflection: I forgot to grab the highlighters at the beginning of the class and I also was short on copies of the test. In order to keep the students attention I instructed the students to do an action in order to answer a question. For example, I would tell them to wiggle their nose if their name starts with a certain letter. Or, I would ask them to clap twice if they liked learning about buttterflies. I now realize that the way the test was written was too complicated. I simplified by instructing the students to highlight a main sentence instead of "important information."
Unit: Butterflies
Day 2: April 10, 2013
Standards: 2.W.7: Participate in shared research and writing projects (e.g. read a number of books on a single topic to produce a report).
Goals: Read, identify important information, and summarize main points.
Objectives: 1.) Students will attempt to read a short passage.
2.) Students will attempt to correctly highlight important information.
3.) Students will attempt to correctly choose an answer that summarizes the main points.
Bloom's Taxonomy: Cognitive, Remembering
Agenda
1.) Review topic and student goals
2.) Pre-Test on reading, identifying, and summarizing
3.) Read to self
4.) Clean-up
Timeline
10:30: Review topic and student goals
10:35: Pass-out highlighters and tests.
10.38: Administer the pre-assessment on the document camera, allow capable students to work ahead if desired. Mrs. Meehan will administer the test to students that need additional support with reading at the back table.
10:45: Students will read to themselves as the rest of the class finishes the assessment
10:50: Clean-up and prepare for math
Differentiation: Mrs. Meehan will administer the assessment to students that need additional help with reading at the back table. I will administer the test to the rest of the class, and students who are capable of independent work will be allowed to work ahead.
Materials: Whiteboard, document camera, highlighters, and a typed-up assessment
Reflection: I forgot to grab the highlighters at the beginning of the class and I also was short on copies of the test. In order to keep the students attention I instructed the students to do an action in order to answer a question. For example, I would tell them to wiggle their nose if their name starts with a certain letter. Or, I would ask them to clap twice if they liked learning about buttterflies. I now realize that the way the test was written was too complicated. I simplified by instructing the students to highlight a main sentence instead of "important information."
Lesson #1: Introduction to the Butterfly Life Cycle
Subject: Science
Unit: Butterflies
Day 3: April 12, 2013
Standards: 2.2L.1: Describe the life cycle of a living thing
Goals: Students can describe the life cycle of the butterfly
Objectives: Students will be able to correctly draw and/or write the butterfly life cycle in their Science Journals.
Bloom's Taxonomy: Cognitive, Remembering
Assessing the Objective: I will review the students’ Science Journals. The students have met my objective if they are able to draw, write/draw, or write/draw and add one or more interesting facts about the butterfly life cycle (depending on their skill level).
Agenda
1.) Review lesson topic and student goals
2.) Brain Break
3.) Life Cycle Anchor Chart
4.) Science Journals
5.) Clean-up
Student Checklist
1.) Write the butterfly life cycle
2.) Draw the butterfly life cycle
3.) Add one or more interesting facts
4.) Time permitting color drawing
Timeline
1:30: Review topic and student goals on the whiteboard.
1:35: Brain Break (Butterfly Song and Dance)
1:40: After instructing students to the carpet, I will select two students who are demonstrating they know how to act respectful and responsibly by quickly and quietly sitting in their assigned spot on the carpet to be the class "Scouts." Next, I will create a Life Cycle Anchor Chart with the class, using different colors for each stage of the life cycle. After the chart is complete, I will call students back to their desks
1:55: I will model on the document camera how I would like the students to recreate the Life Cycle Chart in their Science Journals.
2:05: Check for understanding with a nonverbal response (e.g. thumb up).
2:10: Ask the students to write in their Science Journals by following the student checklist. First students will write the butterfly life cycle (if they are unable to write it they can skip ahead to drawing), then they will draw the life cycle, if they have time left over they will add one or more interesting facts they remember from last time. Lastly, time permitting, they will color their drawings.
2:30: Clean-up
Differentiation: Students below grade level will be asked to draw the butterfly life cycle. Students at grade level will be able to draw and label the butterfly life cycle. Students that are above grade level will be able to draw and label the butterfly life cycle and add one or more interesting facts.
Materials: Whiteboard, Life Cycle Anchor Chart, Sharpies, document camera, and Science Journals
Literacy Instruction: Vocabulary: Life cycle, egg, caterpillar, chrysalis, butterfly
Reflection: The classroom and time were well managed. I did a good job being specific about what the expectations were and following through. I created a good classroom community and was flexible about making changes to plans to best suit the needs of my students. Next time, I would involved Mrs. Meehan in helping me graze the room while the students worked. I would like to ask the students more questions to help them become critical thinkers. I would also like to plan the lesson so that the students were more responsible for their own learning and they didn't have to rely on me to give them the answers. I would have liked to spend less time on the carpet and have a stretch break.
Unit: Butterflies
Day 3: April 12, 2013
Standards: 2.2L.1: Describe the life cycle of a living thing
Goals: Students can describe the life cycle of the butterfly
Objectives: Students will be able to correctly draw and/or write the butterfly life cycle in their Science Journals.
Bloom's Taxonomy: Cognitive, Remembering
Assessing the Objective: I will review the students’ Science Journals. The students have met my objective if they are able to draw, write/draw, or write/draw and add one or more interesting facts about the butterfly life cycle (depending on their skill level).
Agenda
1.) Review lesson topic and student goals
2.) Brain Break
3.) Life Cycle Anchor Chart
4.) Science Journals
5.) Clean-up
Student Checklist
1.) Write the butterfly life cycle
2.) Draw the butterfly life cycle
3.) Add one or more interesting facts
4.) Time permitting color drawing
Timeline
1:30: Review topic and student goals on the whiteboard.
1:35: Brain Break (Butterfly Song and Dance)
1:40: After instructing students to the carpet, I will select two students who are demonstrating they know how to act respectful and responsibly by quickly and quietly sitting in their assigned spot on the carpet to be the class "Scouts." Next, I will create a Life Cycle Anchor Chart with the class, using different colors for each stage of the life cycle. After the chart is complete, I will call students back to their desks
1:55: I will model on the document camera how I would like the students to recreate the Life Cycle Chart in their Science Journals.
2:05: Check for understanding with a nonverbal response (e.g. thumb up).
2:10: Ask the students to write in their Science Journals by following the student checklist. First students will write the butterfly life cycle (if they are unable to write it they can skip ahead to drawing), then they will draw the life cycle, if they have time left over they will add one or more interesting facts they remember from last time. Lastly, time permitting, they will color their drawings.
2:30: Clean-up
Differentiation: Students below grade level will be asked to draw the butterfly life cycle. Students at grade level will be able to draw and label the butterfly life cycle. Students that are above grade level will be able to draw and label the butterfly life cycle and add one or more interesting facts.
Materials: Whiteboard, Life Cycle Anchor Chart, Sharpies, document camera, and Science Journals
Literacy Instruction: Vocabulary: Life cycle, egg, caterpillar, chrysalis, butterfly
Reflection: The classroom and time were well managed. I did a good job being specific about what the expectations were and following through. I created a good classroom community and was flexible about making changes to plans to best suit the needs of my students. Next time, I would involved Mrs. Meehan in helping me graze the room while the students worked. I would like to ask the students more questions to help them become critical thinkers. I would also like to plan the lesson so that the students were more responsible for their own learning and they didn't have to rely on me to give them the answers. I would have liked to spend less time on the carpet and have a stretch break.
Lesson #2: Butterfly Life Cycle Predictions and Exploration
Subject: Science
Unit: Butterflies
Day 4: April 15, 2013
Standards: 2.2L.1: Describe the life cycle of a living thing
Goals: Students can describe the life cycle of the butterfly
Objectives: 1.) Students will make at least one prediction about what occurs during all four phases of the butterfly life cycle after studying images of the egg, caterpillar, chrysalis, and butterfly.
2.) Students will decide if their prediction(s) was correct.
Bloom's Taxonomy: Cognitive, Analyzing
Assessing the Objective: I will review science journals to evaluate if each student was able to make a prediction based on images of the egg, caterpillar, chrysalis, and butterfly.
Agenda
1.) Student goals
2.) Images
3.) Predictions
4.) Video
5.) Discussion
6.) Brain Break/Relaxation
Timeline
1:30: Review student goals on the whiteboard.
1:35: Display different images of butterfly eggs, caterpillars, chrysalises, and butterflies on the document camera. Ask students what they notice about each phase (see below).
1:45: Call students to the carpet. Ask students to make predictions about what they believe happens from one phase to the next. Write down student predictions on the life cycle chart created during the previous lesson.
1:50: Ask the students back to their seats. Tell students you want them to be thinking about one question or thought they have about the butterfly life cycle and be prepared to share it with the rest of the class while they get out a pencil and their science journal. Once they have their pencil and science journal they should raise their hand quietly to signal they are ready to begin. Pull pencils to randomly call on a couple students to share their thought or question. Ask students to turn to next blank page in journal and write today's date in the upper right corner. Then, ask students to write (or draw) one prediction they have about what happens during phase one, two, three, or four. They only need to write down one, but if they finish before the rest of the class they can do more.
1:55: Ask students if they wrote in predictions in their science journals that aren't up on the life cycle chart. Add the new predictions to the chart.
2:00: Watch a National Geographic video on the butterfly life cycle: http://education.nationalgeographic.com/education/activity/the-very-hungry-caterpillar-and-the-butterfly-life-cycle/?ar_a=1
2:05: Discuss what interesting and new things students learned in the video.
2:15: Call students back to the carpet to review the life cycle chart. Ask if there are any predictions on the chart that we learned were true in the video. Underline these predictions. Ask if there were any clues that helped us make these accurate predictions.
2:20: Ask students to find their own space in the classroom and lead the class in a Brain Break (the Butterfly Ballad song and dance) to help cement the day's learning.
2:25: Ask students back to their desks to do some deep breathing relaxation before Number Corner.
Differentiation: Students below grade level will draw their predictions; Students at grade level will write their predictions; Students above grade level will write multiple predictions in their journals.
Materials: Whiteboard, Life Cycle Anchor Chart, Sharpies, document camera, and Science Journals
Literacy Instruction: Vocabulary: Life cycle, egg, caterpillar, chrysalis, butterfly, prediction
Reflection: This was my first attempt at providing a true-to-form inquiry-based lesson. It was fun and the students were very engaged. However, I saw many areas for improvement as it is a new strategy. Next time, I would like to simplify my instructions and be more concise (e.g. re-review student goals). I would like to remember to check for understanding by asking the students what is expected of them and what steps they need to take. Transitions worked well when I gave students something to occupy their brains. I would like to continue to employ this particular technique. Some of my standby strategies (think-pair-share, modeling expectations, etc.) went out the window while I "tried on" this new strategy. I hope to begin utilizing them again in my future lessons. I am still working on clearer goals and aligning my objectives to the standards.
Unit: Butterflies
Day 4: April 15, 2013
Standards: 2.2L.1: Describe the life cycle of a living thing
Goals: Students can describe the life cycle of the butterfly
Objectives: 1.) Students will make at least one prediction about what occurs during all four phases of the butterfly life cycle after studying images of the egg, caterpillar, chrysalis, and butterfly.
2.) Students will decide if their prediction(s) was correct.
Bloom's Taxonomy: Cognitive, Analyzing
Assessing the Objective: I will review science journals to evaluate if each student was able to make a prediction based on images of the egg, caterpillar, chrysalis, and butterfly.
Agenda
1.) Student goals
2.) Images
3.) Predictions
4.) Video
5.) Discussion
6.) Brain Break/Relaxation
Timeline
1:30: Review student goals on the whiteboard.
1:35: Display different images of butterfly eggs, caterpillars, chrysalises, and butterflies on the document camera. Ask students what they notice about each phase (see below).
1:45: Call students to the carpet. Ask students to make predictions about what they believe happens from one phase to the next. Write down student predictions on the life cycle chart created during the previous lesson.
1:50: Ask the students back to their seats. Tell students you want them to be thinking about one question or thought they have about the butterfly life cycle and be prepared to share it with the rest of the class while they get out a pencil and their science journal. Once they have their pencil and science journal they should raise their hand quietly to signal they are ready to begin. Pull pencils to randomly call on a couple students to share their thought or question. Ask students to turn to next blank page in journal and write today's date in the upper right corner. Then, ask students to write (or draw) one prediction they have about what happens during phase one, two, three, or four. They only need to write down one, but if they finish before the rest of the class they can do more.
1:55: Ask students if they wrote in predictions in their science journals that aren't up on the life cycle chart. Add the new predictions to the chart.
2:00: Watch a National Geographic video on the butterfly life cycle: http://education.nationalgeographic.com/education/activity/the-very-hungry-caterpillar-and-the-butterfly-life-cycle/?ar_a=1
2:05: Discuss what interesting and new things students learned in the video.
2:15: Call students back to the carpet to review the life cycle chart. Ask if there are any predictions on the chart that we learned were true in the video. Underline these predictions. Ask if there were any clues that helped us make these accurate predictions.
2:20: Ask students to find their own space in the classroom and lead the class in a Brain Break (the Butterfly Ballad song and dance) to help cement the day's learning.
2:25: Ask students back to their desks to do some deep breathing relaxation before Number Corner.
Differentiation: Students below grade level will draw their predictions; Students at grade level will write their predictions; Students above grade level will write multiple predictions in their journals.
Materials: Whiteboard, Life Cycle Anchor Chart, Sharpies, document camera, and Science Journals
Literacy Instruction: Vocabulary: Life cycle, egg, caterpillar, chrysalis, butterfly, prediction
Reflection: This was my first attempt at providing a true-to-form inquiry-based lesson. It was fun and the students were very engaged. However, I saw many areas for improvement as it is a new strategy. Next time, I would like to simplify my instructions and be more concise (e.g. re-review student goals). I would like to remember to check for understanding by asking the students what is expected of them and what steps they need to take. Transitions worked well when I gave students something to occupy their brains. I would like to continue to employ this particular technique. Some of my standby strategies (think-pair-share, modeling expectations, etc.) went out the window while I "tried on" this new strategy. I hope to begin utilizing them again in my future lessons. I am still working on clearer goals and aligning my objectives to the standards.
Artifact H: Photographs of eggs, caterpillars, chrysalis, and butterflies
Lesson #3: Butterfly and Chrysalis Predictions
Subject: Science
Unit: Butterflies
Day 5: April 17, 2013
Standards: 2.2L.1: Describe the life cycle of a living thing
Goal: Students can describe the butterfly life cycle.
Objectives: 1.) Students will make at least one prediction about what occurs during the chrysalis and butterfly stages of the butterfly life cycle.
2.) Students will decide if their prediction(s) was correct.
Bloom's Taxonomy: Cognitive, Analyzing
Assessing the Objective: The student met the objective if they were able to make a prediction in their science journal of the butterfly stage of the butterfly life cycle and then indicate with a +, ?, - whether their prediction was correct, unknown, or incorrect.
Agenda
1.) Student goals
2.) Predictions
3.) Video
4.) Discussion
5.) Self-evaluate
6.) Brain Break/Relaxation
Timeline
1:30: Review student goals on the whiteboard.
1:35: Model prediction making about the life cycle of the frog (adult frog).
2:05: Discuss what interesting and new things students learned in the video.
Ask students to review the prediction(s) they made in their science journals and decide whether or not they were correct, incorrect, or still unanswered.
Differentiation: Students below grade level will draw their predictions; At grade level students will write their predictions; Above grade level students will write multiple predictions in their journals. ELL's and struggling readers will be supported in their learning with visual and multi-media aids and discussion of vocabulary.
Materials: Whiteboard, document camera, video, laptop, and Science Journals
Literacy Instruction: Vocabulary: Life cycle, egg, caterpillar, chrysalis, butterfly, prediction
Reflections: Next time, I hope to check for understanding, review expectations more often, and continue to work on transitions. I did a better job of asking more questions, using visuals, and supporting students.
Unit: Butterflies
Day 5: April 17, 2013
Standards: 2.2L.1: Describe the life cycle of a living thing
Goal: Students can describe the butterfly life cycle.
Objectives: 1.) Students will make at least one prediction about what occurs during the chrysalis and butterfly stages of the butterfly life cycle.
2.) Students will decide if their prediction(s) was correct.
Bloom's Taxonomy: Cognitive, Analyzing
Assessing the Objective: The student met the objective if they were able to make a prediction in their science journal of the butterfly stage of the butterfly life cycle and then indicate with a +, ?, - whether their prediction was correct, unknown, or incorrect.
Agenda
1.) Student goals
2.) Predictions
3.) Video
4.) Discussion
5.) Self-evaluate
6.) Brain Break/Relaxation
Timeline
1:30: Review student goals on the whiteboard.
1:35: Model prediction making about the life cycle of the frog (adult frog).
- What does the frog after it morphs from a tadpole into an adult frog?
- Make a prediction: What does the butterfly do after it hatches from the chrysalis as an adult butterfly?
- Think-Write or Draw
- Think-Pair-Share
- What do you predict the butterfly does after it hatches from the chrysalis?
- Write down student predictions on the life cycle chart created during the previous lesson.
2:05: Discuss what interesting and new things students learned in the video.
- Think-Pair-Share
- What did you learn in the video?
- Was your prediction correct?
- Think about one question or interesting fact you learned from the video to share with the class.
Ask students to review the prediction(s) they made in their science journals and decide whether or not they were correct, incorrect, or still unanswered.
- +, -, ?
Differentiation: Students below grade level will draw their predictions; At grade level students will write their predictions; Above grade level students will write multiple predictions in their journals. ELL's and struggling readers will be supported in their learning with visual and multi-media aids and discussion of vocabulary.
Materials: Whiteboard, document camera, video, laptop, and Science Journals
Literacy Instruction: Vocabulary: Life cycle, egg, caterpillar, chrysalis, butterfly, prediction
Reflections: Next time, I hope to check for understanding, review expectations more often, and continue to work on transitions. I did a better job of asking more questions, using visuals, and supporting students.
Lesson #4: Comparing Caterpillar and Butterfly Stages
Subject: Science
Unit: Butterflies
Day 6: April 18, 2013
Standards: 2.2L.1: Describe the life cycle of the butterfly.
Student Goals: Students can describe the butterfly life cycle.
Objectives: 1.) Students will work with a partner to compare the butterfly stage and the caterpillar stage of the butterfly life cycle, using a Venn diagram chart.
2.) Students can each compare at least one similarity and at least one difference of the butterfly and caterpillar stages.
Bloom's Taxonomy: Cognitive, Analyzing
Assessing the Objective: The students will present their charts to the class to explain their thinking and begin a dialog with the class. The students have met the objective if they have each compared at least one similarity and at least one difference of the butterfly and caterpillar stages (the partners will use a different colored pencil so I know both members have contributed to the project).
Agenda
1.) Review student goals
2.) Model Venn diagram
3.) Venn Diagram
4.) Presentations
Timeline
1:30: Student goals and expectations. The students will be asked to work in pairs and to create a Venn Diagram, comparing the caterpillar and butterfly stages of the life cycle, using different colored pencils so that I can see that both members contributed to the project.
1:35: Model concept with Mrs. Meehan by comparing the frog and the tadpole stages of the frog's life cycle.
1:40: Check for understanding.
1:45: Pair students up and have them work with a partner to complete the task.
2:05: When finished, students will present their charts to the class. After each group presents, we will discuss the facts they chose to compare and any questions they still have.
Differentiation: The majority of students will be in mixed above and at grade level groups to support one another’s learning. The students who need additional support will work in a group with Mrs. Meehan. ELL’s will be supported through the use of visual aids and discussion of vocabulary.
Materials: Whiteboard, document camera, vin diagrams, and colored pencils
Literacy Instruction: Vocabulary: Life cycle, egg, caterpillar, chrysalis, butterfly, prediction, compare, similarity, difference
Reflection: I accidentally showed the students the wrong way to fill out the Venn Diagram. However, because they had created one on more than one occasion with Mrs. Meehan, they helped me figure out my blunder. I was able to re-explain how it should be done before most of them started. This did not make for very clear or concise directions. Consequently, I feel like the lesson could have gone much better. On the other hand, I did a good job asking more questions and less direct instruction. Perhaps, if I would have stuck to this strategy while I modeled the Venn Diagram, I wouldn't have had the problem I did. Another thing that went well was the students' level of activity and engagement. It felt like they were excited about showing me what they knew. Most of them dug deep and came up with great and thoughtful answers. During tomorrow's lesson, instead of doing the skits and formative assessment as originally planned, I will have the students present their Venn Diagrams to the class with their partner. This way I can ask them more questions and ensure that they are really grasping the concept. Monday, we will conduct the mid-unit test and start our question chart for the writing research project. Side note: I would like to keep most of the groups the same. However, there were a few groups that will need rearranging due to personality conflicts and/or skill level.
Unit: Butterflies
Day 6: April 18, 2013
Standards: 2.2L.1: Describe the life cycle of the butterfly.
Student Goals: Students can describe the butterfly life cycle.
Objectives: 1.) Students will work with a partner to compare the butterfly stage and the caterpillar stage of the butterfly life cycle, using a Venn diagram chart.
2.) Students can each compare at least one similarity and at least one difference of the butterfly and caterpillar stages.
Bloom's Taxonomy: Cognitive, Analyzing
Assessing the Objective: The students will present their charts to the class to explain their thinking and begin a dialog with the class. The students have met the objective if they have each compared at least one similarity and at least one difference of the butterfly and caterpillar stages (the partners will use a different colored pencil so I know both members have contributed to the project).
Agenda
1.) Review student goals
2.) Model Venn diagram
3.) Venn Diagram
4.) Presentations
Timeline
1:30: Student goals and expectations. The students will be asked to work in pairs and to create a Venn Diagram, comparing the caterpillar and butterfly stages of the life cycle, using different colored pencils so that I can see that both members contributed to the project.
1:35: Model concept with Mrs. Meehan by comparing the frog and the tadpole stages of the frog's life cycle.
1:40: Check for understanding.
- What is the first step? What is the second?...
1:45: Pair students up and have them work with a partner to complete the task.
2:05: When finished, students will present their charts to the class. After each group presents, we will discuss the facts they chose to compare and any questions they still have.
- Why do you think this is a similarity? A difference?
- What questions do you still have?
Differentiation: The majority of students will be in mixed above and at grade level groups to support one another’s learning. The students who need additional support will work in a group with Mrs. Meehan. ELL’s will be supported through the use of visual aids and discussion of vocabulary.
Materials: Whiteboard, document camera, vin diagrams, and colored pencils
Literacy Instruction: Vocabulary: Life cycle, egg, caterpillar, chrysalis, butterfly, prediction, compare, similarity, difference
Reflection: I accidentally showed the students the wrong way to fill out the Venn Diagram. However, because they had created one on more than one occasion with Mrs. Meehan, they helped me figure out my blunder. I was able to re-explain how it should be done before most of them started. This did not make for very clear or concise directions. Consequently, I feel like the lesson could have gone much better. On the other hand, I did a good job asking more questions and less direct instruction. Perhaps, if I would have stuck to this strategy while I modeled the Venn Diagram, I wouldn't have had the problem I did. Another thing that went well was the students' level of activity and engagement. It felt like they were excited about showing me what they knew. Most of them dug deep and came up with great and thoughtful answers. During tomorrow's lesson, instead of doing the skits and formative assessment as originally planned, I will have the students present their Venn Diagrams to the class with their partner. This way I can ask them more questions and ensure that they are really grasping the concept. Monday, we will conduct the mid-unit test and start our question chart for the writing research project. Side note: I would like to keep most of the groups the same. However, there were a few groups that will need rearranging due to personality conflicts and/or skill level.
Lesson #5: Presentations of Caterpillar and Butterfly Differences and Similarities
Subject: Science
Unit: Butterflies
Day 7: April 19, 2013
Standards: 2.2L.1: Describe the life cycle of a living thing
2.SL.2: Recount or describe key ideas from a text read aloud or information presented orally or through other media.
Goals: 1.) Students can describe the life cycle of the butterfly
2.) Students work well with a partner to present information to the class.
Objectives: 1.) Students will each present at least one similarity and one difference of the caterpillar and butterfly to the class through their Venn
diagram charts with their partner.
2.) Students will cooperate to present information to the class with their partner.
Bloom's Taxonomy: Cognitive, Explaining & Affect, Responding to Phenomena
Assessing the Objective: The students have met the objective if they present at least one similarity and one difference of the caterpillar and butterfly to the class, and are able to cooperate and present information to the class with their partner.
Agenda
1.) Review goals and expectations
2.) Review rubric and model presentation examples and non-examples.
3.) Group presentations
4.) Clean-up
Timeline
1:30: Review the student goals and expectations.
1:40: Review the rubric and model presentation examples and non-examples. First, ask students to turn to their neighbor and tell them what they think is expected of them during presentations. Ask a couple students to share what their partner said. Model through examples and non-examples according to what students tell you. Work off of Venn Diagram anchor chart that was created last time in class. Check for understanding by asking students what is expected of them during class.
2:00: Group presentations. 2 minutes per group.
2:30: Clean-up
Differentiation: Different leveled students will be mixed together to support one another’s learning. Visual aids are utilized to support ELL’s and struggling readers. Mrs. Meehan will check on low-leveled students to scaffold them more as necessary.
Materials: Whiteboard, Venn Diagram anchor chart and presentation rubric
Literacy Instruction: Vocabulary: Life cycle, egg, caterpillar, chrysalis, butterfly, prediction, compare, similarity, difference
Reflection: Today's lesson went well. I asked many questions and student engagement was high. However, we were scheduled to present all 12 groups and even though we were able to get through it relatively quickly - it felt like too much for the second graders. They grew restless. Fortunately, the students were able to pull through for me and everyone passed the speaking and listening objective.
Unit: Butterflies
Day 7: April 19, 2013
Standards: 2.2L.1: Describe the life cycle of a living thing
2.SL.2: Recount or describe key ideas from a text read aloud or information presented orally or through other media.
Goals: 1.) Students can describe the life cycle of the butterfly
2.) Students work well with a partner to present information to the class.
Objectives: 1.) Students will each present at least one similarity and one difference of the caterpillar and butterfly to the class through their Venn
diagram charts with their partner.
2.) Students will cooperate to present information to the class with their partner.
Bloom's Taxonomy: Cognitive, Explaining & Affect, Responding to Phenomena
Assessing the Objective: The students have met the objective if they present at least one similarity and one difference of the caterpillar and butterfly to the class, and are able to cooperate and present information to the class with their partner.
Agenda
1.) Review goals and expectations
2.) Review rubric and model presentation examples and non-examples.
3.) Group presentations
4.) Clean-up
Timeline
1:30: Review the student goals and expectations.
- What does it means to cooperate?
1:40: Review the rubric and model presentation examples and non-examples. First, ask students to turn to their neighbor and tell them what they think is expected of them during presentations. Ask a couple students to share what their partner said. Model through examples and non-examples according to what students tell you. Work off of Venn Diagram anchor chart that was created last time in class. Check for understanding by asking students what is expected of them during class.
- What is expected of you during presentations today?
2:00: Group presentations. 2 minutes per group.
2:30: Clean-up
Differentiation: Different leveled students will be mixed together to support one another’s learning. Visual aids are utilized to support ELL’s and struggling readers. Mrs. Meehan will check on low-leveled students to scaffold them more as necessary.
Materials: Whiteboard, Venn Diagram anchor chart and presentation rubric
Literacy Instruction: Vocabulary: Life cycle, egg, caterpillar, chrysalis, butterfly, prediction, compare, similarity, difference
Reflection: Today's lesson went well. I asked many questions and student engagement was high. However, we were scheduled to present all 12 groups and even though we were able to get through it relatively quickly - it felt like too much for the second graders. They grew restless. Fortunately, the students were able to pull through for me and everyone passed the speaking and listening objective.
Formative Assessment: The Life Cycle of the Butterfly
Lesson #6: Student Inquiry of the Life Cycle of the Butterfly
Subject: Science and Writing
Unit: Butterflies
Day 8: April 22, 2013
Standards: 1.) 2.2L.1: Describe the life cycle of a living thing; and 2.) 2.W.7: Participate in shared research and writing projects (e.g. read a number of books on a single topic to produce a report).
Goals: 1.) Students can describe the life cycle of the butterfly; and 2.) Read, identify important information, and summarize main points.
Objectives: 1.) Students will complete a formative assessment of the butterfly life cycle by identifying the four phases of the butterfly life cycle; and 2.) Students will write at least one question they have pertaining to the butterfly life cycle in their science journals.
Bloom's Taxonomy: Cognitive, Remembering and Creating
Assessing Objectives: 1.) Students have met the first objective if they are able to draw and label each cycle of the butterfly life cycle; and 2.) Students have met the second objective if they have written at least one questions pertaining to the butterfly life cycle in their science journals.
Agenda
1.) Review topic and student goals
2.) Mid-unit test on the Butterfly Life Cycle
3.) Science journals
4.) Brainstorm questions as a class
5.) Pick books
6.) Clean-up
Timeline
1:30: Review topic and student goals
1:35: Administer the formative assessment on the document camera, allow capable students to work ahead if desired. Mrs. Meehan will administer the test and provide help to readers at the back table as needed. Students will be instructed to write at least one question they have pertaining to the butterfly life cycle in their science journal after they complete the assessment.
Check for understanding:
1:50: After students have completed the mid-unit test and written at least one question on the butterfly life cycle, they will be asked to come to the carpet. I will ask the previous class's Scouts to pick the new Scouts by watching students walk up to the carpet.
2:00: Ask students to turn and share their question with a neighbor. Ask students to raise their hand and share one of their neighbors questions with the class. As students recite their questions, I will write them on our Inquiry and Research chart on butcher paper at the front of the room.
Explain that they are going to conduct research with a partner.
They will all get to pick a book on the butterfly life cycle and next time we have class they will get to begin their inquiry. I will tell them who their partner is and call on students who are sitting patiently to pick out their book. When you get your book, I will put a post-it on it with you and your partners names and keep it with me until me meet again.
Check for understanding:
2:30: Clean-up
Differentiation: Mrs. Meehan will administer the test to ELL and below grade level students as needed at the back table. I will administer the test to the rest of the class. Partners will be comprised of students with similar cognitive ability but they will also be in groups that have complimentary writing and reading strengths and weaknesses to help one another through the learning and teaching process.
Materials: Whiteboard, document camera, Inquiry and Research chart, non-fiction butterfly books, and a typed-up assessment
Literacy Instruction: Vocabulary: Life cycle, egg, caterpillar, chrysalis, butterfly, prediction, compare, similarity, difference
Reflection: Things went well. I wish I would have had more time to let the students choose their books, and I should have had an activity for the rest of the students to do to keep them busy. However, it went well all things considered. I gave them time to draw, since there were only a couple minutes left and they hardly get to do any art (this is something I would like to change as well).
Unit: Butterflies
Day 8: April 22, 2013
Standards: 1.) 2.2L.1: Describe the life cycle of a living thing; and 2.) 2.W.7: Participate in shared research and writing projects (e.g. read a number of books on a single topic to produce a report).
Goals: 1.) Students can describe the life cycle of the butterfly; and 2.) Read, identify important information, and summarize main points.
Objectives: 1.) Students will complete a formative assessment of the butterfly life cycle by identifying the four phases of the butterfly life cycle; and 2.) Students will write at least one question they have pertaining to the butterfly life cycle in their science journals.
Bloom's Taxonomy: Cognitive, Remembering and Creating
Assessing Objectives: 1.) Students have met the first objective if they are able to draw and label each cycle of the butterfly life cycle; and 2.) Students have met the second objective if they have written at least one questions pertaining to the butterfly life cycle in their science journals.
Agenda
1.) Review topic and student goals
2.) Mid-unit test on the Butterfly Life Cycle
3.) Science journals
4.) Brainstorm questions as a class
5.) Pick books
6.) Clean-up
Timeline
1:30: Review topic and student goals
1:35: Administer the formative assessment on the document camera, allow capable students to work ahead if desired. Mrs. Meehan will administer the test and provide help to readers at the back table as needed. Students will be instructed to write at least one question they have pertaining to the butterfly life cycle in their science journal after they complete the assessment.
Check for understanding:
- What are you going to do when you finish your test?
1:50: After students have completed the mid-unit test and written at least one question on the butterfly life cycle, they will be asked to come to the carpet. I will ask the previous class's Scouts to pick the new Scouts by watching students walk up to the carpet.
- Scouts what will you be looking for while people are coming up to the carpet?
- Scouts, what will you be looking for during our learning time on the carpet?
2:00: Ask students to turn and share their question with a neighbor. Ask students to raise their hand and share one of their neighbors questions with the class. As students recite their questions, I will write them on our Inquiry and Research chart on butcher paper at the front of the room.
- What do you think we are going to do with all of these great questions? (Find the answers)
- How are we going to find the answers? (Read books = research)
Explain that they are going to conduct research with a partner.
- What do you think these books are for? (reading to find the answers = conduct our research)
They will all get to pick a book on the butterfly life cycle and next time we have class they will get to begin their inquiry. I will tell them who their partner is and call on students who are sitting patiently to pick out their book. When you get your book, I will put a post-it on it with you and your partners names and keep it with me until me meet again.
Check for understanding:
- Thumb's up if you know who your partner is.
- What am I looking for as I call you up to pick out your book? (criss-cross apple sauce, quiet, polite listeners)
2:30: Clean-up
Differentiation: Mrs. Meehan will administer the test to ELL and below grade level students as needed at the back table. I will administer the test to the rest of the class. Partners will be comprised of students with similar cognitive ability but they will also be in groups that have complimentary writing and reading strengths and weaknesses to help one another through the learning and teaching process.
Materials: Whiteboard, document camera, Inquiry and Research chart, non-fiction butterfly books, and a typed-up assessment
Literacy Instruction: Vocabulary: Life cycle, egg, caterpillar, chrysalis, butterfly, prediction, compare, similarity, difference
Reflection: Things went well. I wish I would have had more time to let the students choose their books, and I should have had an activity for the rest of the students to do to keep them busy. However, it went well all things considered. I gave them time to draw, since there were only a couple minutes left and they hardly get to do any art (this is something I would like to change as well).
Lesson #7: Student Research: Note Taking
Subject: Science and Writing
Unit: Butterflies
Day 9: April 24, 2013
Standards: 1.) 2.2L.1: Describe the life cycle of a living thing; and 2.) 2.W.7: Participate in shared research and writing projects (e.g. read a number of books on a single topic to produce a report).
Goals: 1.) Students can describe the life cycle of the butterfly; and 2.) Students can read, identify important information, and summarize main points.
Objectives: 1.) Students will read a book on the butterfly life cycle with a partner; and 2.) Students will take notes by identifying the important information in the text
Bloom's Taxonomy: Cognitive, Evaluating
Assessing Objectives: 1.) Students have met the first objective if they are able to read a book on the butterfly life cycle with a partner; and 2.) Students have met the second objective if they have written at least two important phrases found in the text mentioned above.
Agenda
1.) Review topic and student goals
2.) Model note taking
3.) Read with partner
4.) Note taking in science journal
5.) Clean-up
Timeline
1:30: Review topic and student goals
1:35: Model note taking on the document camera by reading a short book to the class on the frog life cycle and writing down a few quick notes in my science journal. Mrs. Meehan and I will take turns reading and note taking to show the students how they should read and take notes as a pair.
Check for understanding:
Check for understanding:
Differentiation: ELL students will be supported with visual aids through the use of the photographs in the non-fiction books and discussion of vocabulary. Partners will be comprised of students with similar cognitive ability but they will also be in groups that have complimentary writing and reading strengths and weaknesses to help one another through the learning and teaching process.
Materials: Whiteboard, document camera, Inquiry and Research chart, science journals, and non-fiction butterfly books
Literacy Instruction: Vocabulary: Life cycle, egg, caterpillar, chrysalis, butterfly, prediction, compare, similarity, difference, research, investigation
Reflection:
Unit: Butterflies
Day 9: April 24, 2013
Standards: 1.) 2.2L.1: Describe the life cycle of a living thing; and 2.) 2.W.7: Participate in shared research and writing projects (e.g. read a number of books on a single topic to produce a report).
Goals: 1.) Students can describe the life cycle of the butterfly; and 2.) Students can read, identify important information, and summarize main points.
Objectives: 1.) Students will read a book on the butterfly life cycle with a partner; and 2.) Students will take notes by identifying the important information in the text
Bloom's Taxonomy: Cognitive, Evaluating
Assessing Objectives: 1.) Students have met the first objective if they are able to read a book on the butterfly life cycle with a partner; and 2.) Students have met the second objective if they have written at least two important phrases found in the text mentioned above.
Agenda
1.) Review topic and student goals
2.) Model note taking
3.) Read with partner
4.) Note taking in science journal
5.) Clean-up
Timeline
1:30: Review topic and student goals
1:35: Model note taking on the document camera by reading a short book to the class on the frog life cycle and writing down a few quick notes in my science journal. Mrs. Meehan and I will take turns reading and note taking to show the students how they should read and take notes as a pair.
Check for understanding:
- What are you and your partner going to do when you get your book?
Check for understanding:
- What are you going to do when I excuse you?
- What is your question? How does the information relate to your questions? Is the information you are writing down important? Why? Will it help you with your research?
Differentiation: ELL students will be supported with visual aids through the use of the photographs in the non-fiction books and discussion of vocabulary. Partners will be comprised of students with similar cognitive ability but they will also be in groups that have complimentary writing and reading strengths and weaknesses to help one another through the learning and teaching process.
Materials: Whiteboard, document camera, Inquiry and Research chart, science journals, and non-fiction butterfly books
Literacy Instruction: Vocabulary: Life cycle, egg, caterpillar, chrysalis, butterfly, prediction, compare, similarity, difference, research, investigation
Reflection:
Lesson #8: Summarizing Nonfiction Books
Subject: Science and Writing
Unit: Butterflies
Day 10: April 25, 2013
Standards: 1.) 2.2L.1: Describe the life cycle of a living thing; and 2.) 2.W.7: Participate in shared research and writing projects (e.g. read a number of books on a single topic to produce a report).
Goals: 1.) Students can describe the life cycle of the butterfly; and 2.) Students can read, identify important information, and summarize main points.
Objectives: 1.) Students will summarize a book (on the butterfly life cycle) into at least 4 complete sentences, using notes they took with their partner.
Bloom's Taxonomy: Cognitive, Analyzing
Assessing Objectives: 1.) Students have met the first objective if they have summarized a book into 4 complete sentences.
Agenda
1.) Review topic and student goals
2.) Model: Summarize a Book
3.) Student work
4.) Clean-up
Timeline
1:30: Review topic and student goals
1:35: Model summarizing notes on the document camera by using my notes to write down four complete sentences in my science journal.
Check for understanding:
Check for understanding:
2:25: Clean-up. I will walk around the room and collect books.
Differentiation: ELL students will be supported with visual aids through the use of the photographs in the non-fiction books and discussion of vocabulary. Partners will be comprised of students with similar cognitive ability but they will also be in groups that have complimentary writing and reading strengths and weaknesses to help one another through the learning and teaching process. Mrs. Meehan will be offering additional support to TAG and students being tested for learning disabilities, by asking appropriate questions that will challenge their minds based on their cognitive ability. She will also help scaffold, as needed. Examples of questions: 1.) What does this information tell you about the butterfly life cycle? 2.) What predictions could you make based on this information?
Materials: Whiteboard, document camera, non-fiction butterfly books, and science journals
Literacy Instruction: Vocabulary: Life cycle, egg, caterpillar, chrysalis, butterfly, prediction, compare, similarity, difference, research, investigation, summarize, phrases
Reflection: Today went really well. I am really starting to grasp the concept of inquiry-based learning. I am constantly asking questions and hardly ever using direct instruction. My classroom management skills are impressive for a beginning teacher. The class is well-behaved and on-task under my instruction. I would like to begin focusing more on the ESOL and cultural relevancy in my lesson plans. I need to be prepared to demonstrate how I assess data for my next formal observation, as well. Other things I would like to continue to work on include pulling the class together for reminders, tips and positive reinforcements. I also need to pull things together at the end of my lessons (bookends). One way I can help tie this lesson to students' lives is explaining that they will be doing a lot of note taking and summarizing in high school and college and this will help them prepare for that. In order to explain complex concepts (i.e. vocabulary words), I would like to give students examples and let the students infer. For next class, while the students are workshopping and editing their work, I would like to provide a checklist to help them self-evaluate by the end of class.
Unit: Butterflies
Day 10: April 25, 2013
Standards: 1.) 2.2L.1: Describe the life cycle of a living thing; and 2.) 2.W.7: Participate in shared research and writing projects (e.g. read a number of books on a single topic to produce a report).
Goals: 1.) Students can describe the life cycle of the butterfly; and 2.) Students can read, identify important information, and summarize main points.
Objectives: 1.) Students will summarize a book (on the butterfly life cycle) into at least 4 complete sentences, using notes they took with their partner.
Bloom's Taxonomy: Cognitive, Analyzing
Assessing Objectives: 1.) Students have met the first objective if they have summarized a book into 4 complete sentences.
Agenda
1.) Review topic and student goals
2.) Model: Summarize a Book
3.) Student work
4.) Clean-up
Timeline
1:30: Review topic and student goals
1:35: Model summarizing notes on the document camera by using my notes to write down four complete sentences in my science journal.
Check for understanding:
- Why do you think we are going to summarize our notes from yesterday?
- What are we going to do with this information? (write a final research paper)
- What are you going to do when I ask you to begin summarizing your notes from yesterday? (write 4 sentences)
Check for understanding:
- What are you going to do when I excuse you?
2:25: Clean-up. I will walk around the room and collect books.
Differentiation: ELL students will be supported with visual aids through the use of the photographs in the non-fiction books and discussion of vocabulary. Partners will be comprised of students with similar cognitive ability but they will also be in groups that have complimentary writing and reading strengths and weaknesses to help one another through the learning and teaching process. Mrs. Meehan will be offering additional support to TAG and students being tested for learning disabilities, by asking appropriate questions that will challenge their minds based on their cognitive ability. She will also help scaffold, as needed. Examples of questions: 1.) What does this information tell you about the butterfly life cycle? 2.) What predictions could you make based on this information?
Materials: Whiteboard, document camera, non-fiction butterfly books, and science journals
Literacy Instruction: Vocabulary: Life cycle, egg, caterpillar, chrysalis, butterfly, prediction, compare, similarity, difference, research, investigation, summarize, phrases
Reflection: Today went really well. I am really starting to grasp the concept of inquiry-based learning. I am constantly asking questions and hardly ever using direct instruction. My classroom management skills are impressive for a beginning teacher. The class is well-behaved and on-task under my instruction. I would like to begin focusing more on the ESOL and cultural relevancy in my lesson plans. I need to be prepared to demonstrate how I assess data for my next formal observation, as well. Other things I would like to continue to work on include pulling the class together for reminders, tips and positive reinforcements. I also need to pull things together at the end of my lessons (bookends). One way I can help tie this lesson to students' lives is explaining that they will be doing a lot of note taking and summarizing in high school and college and this will help them prepare for that. In order to explain complex concepts (i.e. vocabulary words), I would like to give students examples and let the students infer. For next class, while the students are workshopping and editing their work, I would like to provide a checklist to help them self-evaluate by the end of class.
Lesson #9: Writing Workshop
Subject: Science and Writing
Unit: Butterflies
Day 11: April 26, 2013
Standards: 1.) 2.2L.1: Describe the life cycle of a living thing; and 2.) 2.W.7: Participate in shared research and writing projects (e.g. read a number of books on a single topic to produce a report).
Goals: 1.) Students can describe the life cycle of the butterfly; and 2.) Students can read, identify important information, and summarize main points.
Objectives: 1.) Students will highlight important information in their rough draft pertaining to the four stages of the butterfly life cycle; 2.) Students will number highlighted information based on four stages of the butterfly life cycle; and 3.) Students will write at least four complete sentences, in order, using the numbered/highlighted information.
Bloom's Taxonomy: Cognitive, Analyzing
Assessing Objectives: Students have met the first objective if they have highlighted four stages that pertain to the butterfly life cycle, numbered them in order based on the four stages of the butterfly life cycle, and written at least four complete sentences based on the previously mentioned information.
Agenda
1.) Review topic and student goals
2.) Model the highlighting and numbering process
3.) Student work
4.) Clean-up
Timeline
1:30: Review topic and student goals
1:35: Model highlighting and numbering information in the rough draft based on the four stages of the butterfly life cycle.
Check for understanding:
Check for understanding:
2:25: Clean-up.
Differentiation: ELL students will be supported with discussion of vocabulary. Partners will be comprised of students with similar cognitive ability but they will also be in groups that have complimentary writing and reading strengths and weaknesses to help one another through the learning and teaching process. Mrs. Meehan will be offering additional support to TAG and students being tested for learning disabilities.
Materials: Whiteboard, document camera, and science journals
Literacy Instruction: Vocabulary: Life cycle, egg, caterpillar, chrysalis, butterfly, prediction, compare, similarity, difference, research, investigation, summarize, capitalization, punctuation
Reflection: The lesson did not go as well as I was hoping. Although, the students I was working with were able to focus and get their work done the rest of the class struggled either with my direction or lack of constant supervision. The majority of the class was unable to focus and get their work done. I believe this is due, in part, to the fact that it was sunny, it was Friday, and it was the last teaching block before they were released from school. I plan to have them get right back to work on it Monday morning to help get the rest of the class caught up during "Morning Assignment" block.
Unit: Butterflies
Day 11: April 26, 2013
Standards: 1.) 2.2L.1: Describe the life cycle of a living thing; and 2.) 2.W.7: Participate in shared research and writing projects (e.g. read a number of books on a single topic to produce a report).
Goals: 1.) Students can describe the life cycle of the butterfly; and 2.) Students can read, identify important information, and summarize main points.
Objectives: 1.) Students will highlight important information in their rough draft pertaining to the four stages of the butterfly life cycle; 2.) Students will number highlighted information based on four stages of the butterfly life cycle; and 3.) Students will write at least four complete sentences, in order, using the numbered/highlighted information.
Bloom's Taxonomy: Cognitive, Analyzing
Assessing Objectives: Students have met the first objective if they have highlighted four stages that pertain to the butterfly life cycle, numbered them in order based on the four stages of the butterfly life cycle, and written at least four complete sentences based on the previously mentioned information.
Agenda
1.) Review topic and student goals
2.) Model the highlighting and numbering process
3.) Student work
4.) Clean-up
Timeline
1:30: Review topic and student goals
1:35: Model highlighting and numbering information in the rough draft based on the four stages of the butterfly life cycle.
Check for understanding:
- Why do you think we are going to highlight the most important information? (so we can include info in our final drafts)
- Why do you think we are going to number this information? (we can organize our papers and put the info in order)
- What are you going to do when I ask you to begin working? (science journal, highlighter, pencil)
Check for understanding:
- What are you going to do when I excuse you?
2:25: Clean-up.
Differentiation: ELL students will be supported with discussion of vocabulary. Partners will be comprised of students with similar cognitive ability but they will also be in groups that have complimentary writing and reading strengths and weaknesses to help one another through the learning and teaching process. Mrs. Meehan will be offering additional support to TAG and students being tested for learning disabilities.
Materials: Whiteboard, document camera, and science journals
Literacy Instruction: Vocabulary: Life cycle, egg, caterpillar, chrysalis, butterfly, prediction, compare, similarity, difference, research, investigation, summarize, capitalization, punctuation
Reflection: The lesson did not go as well as I was hoping. Although, the students I was working with were able to focus and get their work done the rest of the class struggled either with my direction or lack of constant supervision. The majority of the class was unable to focus and get their work done. I believe this is due, in part, to the fact that it was sunny, it was Friday, and it was the last teaching block before they were released from school. I plan to have them get right back to work on it Monday morning to help get the rest of the class caught up during "Morning Assignment" block.
Lesson #10: Final Research Paper
Subject: Science and Writing
Unit: Butterflies
Day 12: April 29, 2013
Standards: 1.) 2.2L.1: Describe the life cycle of a living thing; and 2.) 2.W.7: Participate in shared research and writing projects (e.g. read a number of books on a single topic to produce a report).
Goals: 1.) Students can describe the life cycle of the butterfly; and 2.) Students can read, identify important information, and summarize main points.
Objectives: 1.) Students will rewrite their rough drafts into a final polished research paper, using legible handwriting.
Bloom's Taxonomy: Cognitive, Analyzing
Assessing Objectives: 1.) Students have met the first objective if they are able to write 4 complete and legible sentences.
Agenda
1.) Review topic and student goals
2.) Model rewriting
3.) Rewrite papers
4.) Clean-up
Timeline
1:30: Review topic and student goals
1:35: Model legibly rewriting 5 complete sentences with correct punctuation, capitalization, and spelling on lined paper.
Check for understanding:
Check for understanding:
2:25: Clean-up.
Differentiation: ELL students will be supported with visual aids and discussion of vocabulary. Partners will be comprised of students with similar cognitive ability but they will also be in groups that have complimentary writing and reading strengths and weaknesses to help one another through the learning and teaching process. Mrs. Meehan will be offering additional support to TAG and students being tested for learning disabilities.
Materials: Whiteboard, document camera, online newspaper website, and science journals
Literacy Instruction: Vocabulary: Life cycle, egg, caterpillar, chrysalis, butterfly, prediction, compare, similarity, difference, research, investigation, summarize, capitalization, punctuation
Reflection: The students work at a slower pace than anticipated. Some of them were able to complete their final drafts during the period, but the majority of the class will need more time. Some of them will need much more time. I believe it is important to focus on their content, spelling and punctuation. The only way they are really going to grasp these concepts is if I have them work on their papers until they are complete and polished. This will take patience and time, but I believe it is paramount to the students education and my experience as lead teacher.
Unit: Butterflies
Day 12: April 29, 2013
Standards: 1.) 2.2L.1: Describe the life cycle of a living thing; and 2.) 2.W.7: Participate in shared research and writing projects (e.g. read a number of books on a single topic to produce a report).
Goals: 1.) Students can describe the life cycle of the butterfly; and 2.) Students can read, identify important information, and summarize main points.
Objectives: 1.) Students will rewrite their rough drafts into a final polished research paper, using legible handwriting.
Bloom's Taxonomy: Cognitive, Analyzing
Assessing Objectives: 1.) Students have met the first objective if they are able to write 4 complete and legible sentences.
Agenda
1.) Review topic and student goals
2.) Model rewriting
3.) Rewrite papers
4.) Clean-up
Timeline
1:30: Review topic and student goals
1:35: Model legibly rewriting 5 complete sentences with correct punctuation, capitalization, and spelling on lined paper.
Check for understanding:
- Why do you think we are to write as neat as we can with as little mistakes as we can? (so other people can read it)
- What do you think we are going to do with your final drafts? (put it on the online newspaper: http://fabulousnewspaper.blogspot.com)
- What are you going to do when I ask you to begin writing your final papers? (science journal, pencil, lined paper)
Check for understanding:
- What are you going to do when I excuse you?
2:25: Clean-up.
Differentiation: ELL students will be supported with visual aids and discussion of vocabulary. Partners will be comprised of students with similar cognitive ability but they will also be in groups that have complimentary writing and reading strengths and weaknesses to help one another through the learning and teaching process. Mrs. Meehan will be offering additional support to TAG and students being tested for learning disabilities.
Materials: Whiteboard, document camera, online newspaper website, and science journals
Literacy Instruction: Vocabulary: Life cycle, egg, caterpillar, chrysalis, butterfly, prediction, compare, similarity, difference, research, investigation, summarize, capitalization, punctuation
Reflection: The students work at a slower pace than anticipated. Some of them were able to complete their final drafts during the period, but the majority of the class will need more time. Some of them will need much more time. I believe it is important to focus on their content, spelling and punctuation. The only way they are really going to grasp these concepts is if I have them work on their papers until they are complete and polished. This will take patience and time, but I believe it is paramount to the students education and my experience as lead teacher.
Lesson #11: Post-Test
Post-Assessments: The Life Cycle of the Butterfly
Subjects: Science & Writing
Unit: Butterflies
Day 13: April 30, 2013
Standards: 1.) 2.2L.1: Describe the life cycle of a living thing; and 2.) 2.W.7: Participate in shared research and writing projects (e.g. read a number of books on a single topic to produce a report).
Goals: 1.) Describe the life cycle of the butterfly; and 2.) Read, identify important information, and summarize main points.
Objectives: 1.) Students will be able to identify the four phases of the butterfly life cycle; 2.) Students will be able to identify important information in a paragraph about butterflies using a highlighter; and 3.) Students will be able to correctly identify a sentence that summarizes the main points of the paragraph.
Assessing the Objectives: 1.) Students have met the objective if they identify the four phases of the butterfly life cycle on their post-assessment; 2.) Students have met the objective if they highlight the important information in a paragraph about butterflies on their post-assessment; and 3.) Students have met the objective if they are able to correctly identify a sentence that summarizes the main points of the paragraph on butterflies on their post-assessment.
Differentiation: Mrs. Meehan will administer the test to students who need additional help (TAG, students being tested for learning disabilities, ELL, etc.). I will administer the test to the rest of the class.
Agenda
1.) Review topic and student goals
2.) Students Answer Questions
3.) Post-Test on the Butterfly Life Cycle
4.) Post-Test on reading, identifying, and summarizing
5.) Clean-up
10:30: Review topic and student goals
10:35: Have students help fill-out the Research Question Chart to answer their own questions through research.
10:40: Administer the science post-assessment on the document camera. Mrs. Meehan will administer the test to students who need additional help.
* Students will read to themselves as the rest of the class finishes the assessment
10:50: Clean-up and prepare for the reading, identifying, and summarizing post-test.
11:00: Administer the writing post-assessment on the document camera. Mrs. Meehan will administer the test to students who need additional help.
11:10: Students will read to themselves as the rest of the class finishes up.
Materials: Whiteboard, document camera, and a typed-up assessment
Reflection: The time period went well. The kids were on task. It was smart of me to have them stay in their seats if they finished early, because it took the majority of the class the whole class period to complete both tests and having students out of their seats would have been too distracting.
Subjects: Science & Writing
Unit: Butterflies
Day 13: April 30, 2013
Standards: 1.) 2.2L.1: Describe the life cycle of a living thing; and 2.) 2.W.7: Participate in shared research and writing projects (e.g. read a number of books on a single topic to produce a report).
Goals: 1.) Describe the life cycle of the butterfly; and 2.) Read, identify important information, and summarize main points.
Objectives: 1.) Students will be able to identify the four phases of the butterfly life cycle; 2.) Students will be able to identify important information in a paragraph about butterflies using a highlighter; and 3.) Students will be able to correctly identify a sentence that summarizes the main points of the paragraph.
Assessing the Objectives: 1.) Students have met the objective if they identify the four phases of the butterfly life cycle on their post-assessment; 2.) Students have met the objective if they highlight the important information in a paragraph about butterflies on their post-assessment; and 3.) Students have met the objective if they are able to correctly identify a sentence that summarizes the main points of the paragraph on butterflies on their post-assessment.
Differentiation: Mrs. Meehan will administer the test to students who need additional help (TAG, students being tested for learning disabilities, ELL, etc.). I will administer the test to the rest of the class.
Agenda
1.) Review topic and student goals
2.) Students Answer Questions
3.) Post-Test on the Butterfly Life Cycle
4.) Post-Test on reading, identifying, and summarizing
5.) Clean-up
10:30: Review topic and student goals
10:35: Have students help fill-out the Research Question Chart to answer their own questions through research.
10:40: Administer the science post-assessment on the document camera. Mrs. Meehan will administer the test to students who need additional help.
* Students will read to themselves as the rest of the class finishes the assessment
10:50: Clean-up and prepare for the reading, identifying, and summarizing post-test.
11:00: Administer the writing post-assessment on the document camera. Mrs. Meehan will administer the test to students who need additional help.
11:10: Students will read to themselves as the rest of the class finishes up.
Materials: Whiteboard, document camera, and a typed-up assessment
Reflection: The time period went well. The kids were on task. It was smart of me to have them stay in their seats if they finished early, because it took the majority of the class the whole class period to complete both tests and having students out of their seats would have been too distracting.