Domain 1 Domain 4.1

Domain 1 Domain 4

1a. Demonstrating Knowledge of Content and Pedagogy: What is the content to be taught? What prerequisite learning is required?

The content being taught is how to compare like and unlike fractions. For this lesson, it is required that students have an of strategies to use to compare liken and unlike fractions. In addition, it is important for students to have a understandind of where a fraction may sit on a number line based on the fraction’s value.

4a. What student work will be collected to assess the effectiveness of your lesson? How will it be collected?

The teacher will formatively assess her students by collecting their workbook pages, and summatively assess her students when she gives the chapter test on Monday the

Demonstrating Knowledge of Students: Characterize the class. How will you modify this lesson for groups or individual students? How will you keep all students engaged? (Early finishers?)

I modified this lesson for groups of students based on ability level. The groups for centers are differentiated based on ability level. Group one is the low group, group two is the cusp students or on grade level students, and group three is the above grade level students. These groups were designed based on benchmark data, and daily formative assessments. During their rotation through the centers, the content will be modified to fit the need of each group and their proximate zone of development. All students will be engaged during the duration of the lesson because students will be given continuous engaging activities every twenty-minute block. 4b. Maintaining Accurate Records: How do you track student learning as it relates to this lesson?

In relation to this lesson, I track students learning throuh the form of formative assessments from turned in work, and observations from small group work with myself, my cooperating teacher, and classroom aides. These formative assessments tell me which students are understanding the

In my classroom management class, we discussed the benefits of center teaching and how wonderful it is for differienciation. This classroom dicussion inspired me to write a lesson that has engaging centers for students to practice the concent being covered.

1f. Designing Student Assessments: How will you measure the goals articulated in 1c? What does success look like?

I will measure the goals in 1C through formative assessments throughout the lesson. Success will be if the students walk away from this lesson feeling more comfortable and independent with the content than they did when they first began the lesson. I will also be summatively assessing students on the goal in 1C when I give the chapter test to the students. From the chapter test, I can evaluate who was comfortable with comparing fractions and who was not based on test scores. 4f. Showing Professionalism: In what ways have you been an advocate for students that relate directly to this lesson?

In this lesson I advocate for my students by working in small groups with each and every one of them. I advocate for them by differenciating/modifiying content to fir the students’ proximate zone of developments. I also have been an advocate for my students by giving a day dedicated to practicing concepts to rienforce knowledge instead of moving on to new