Domain 1: Planning and Preparation

While it is important to recognize teachable moments and allow some degree of spontaneity in our lessons, I am a careful planner and have written several detailed lesson and unit plans.

Student Teaching Plans

During my student teaching experience, I wrote two detailed daily lesson plans (in accordance with the Madeline Hunter framework), which I effectively carried out while being observed by my university supervisor. The first lesson introduced the formal definition and notation of functions to students in my Pre-Calculus class. The second lesson introduced students in my Physics class to electric fields and taught them how to calculate their magnitude.

I also maintained weekly lesson plans while student teaching. These weekly plans more accurately reflect how I intend to plan for courses when I have my own classroom. Please view my weekly plans for Pre-Calculus, Physics, and Algebra 1.

Math Plans

In my math methods course, I wrote the following two lesson plans based on section 3.3 and section 3.4 of Carnegie Learning's Algebra 1 textbook. View my lesson plan for section 3.3 here and my plan for section 3.4 here

In collaboration with Niki Matusko, I created this unit plan that covers all of the material in Chapter 3 of Carnegie's Algebra 1 textbook. In addition to budgeting time and identifying the core worthwhile mathematical task students will work on in the unit, our unit plan contains a formative assessment plan for each lesson and hyperlinks to two quizzes, an alternative/authentic assessment, and a unit test.

Science Plans

In my science methods class, I created a unit plan containing three lessons plans and a summative assessment. It is a Next Generation Science Standards (NGSS) style storyline build around the anchoring phenomena of a balloon car. Please view it here.

Assessment Plans

In my classroom assessment course, I made a test and an authentic assessment that could assess students' understanding of quadratic equations in an Algebra 2 class. The test contains ten multiple choice questions and one essay question, and I identified the Common Core State Standards assessed by each question. I wrote the multiple choice questions to resemble those students will encounter on the SAT and other standardized tests. As such, each distractor represents a common error students make, which will help inform me on what I may need to reteach.

My authentic assessment requires students to apply their knowledge of quadratic equations to an economic situation. Given a linear function that represents how much it costs to produce a given number of items, and a quadratic function representing the revenue they would take in from selling a given number of items, students are challenged to find the number of items they should sell to maximize their profit.

View my quadratic equations assessments below:

Quadratic Equations Test and Authentic Assessment (student version)

Quadratic Equations Test and Authentic Assessment (teacher version)