Step 1:

- I am going to do 9th grade literacy and kindergarten mathematics

Step 2:
1.) My teacher that I am observing said that she did not like how when the Iowa Core
changes a standard or gets rid of one, she gets no notification about it. Also some of the
language that is used can be difficult to understand and she majored in English.
However, she is also able to use it as a guide for her class and she likes the thought of
being able to be creative with how she presents the standards.
2.) However, the other teacher stated that they did not really mind it at all. She thought that
it didn’t really change the way she taught. Although she thought English was
straightforward and easy to understand, if it was another subject, like math, it’d be more
difficult for teachers to follow.
Step 3a: 9th grade literacy
1.) Demonstrate understanding of figurative language, word relationships, and nuances in
word meanings. a. Interpret figures of speech (e.g., euphemism, oxymoron) in context
and analyze their role in the text. b. Analyze nuances in the meaning of words with
similar denotations. (L.9- 10.5) (DOK 2,3)
- Have a class discussion about figurative language and how the words a student
says can make an impact. How can this word offend other people? Does it leave
a positive or negative impact on other people?
- Provide a worksheet that contains the figurative/connotative used in the text and
have students figure out what they mean and then write the definition in their own
words.
2.) Develop and strengthen writing as needed by planning, revising, editing, rewriting, or
trying a new approach, focusing on addressing what is most significant for a specific
purpose and audience. (Editing for conventions should demonstrate command of
Language standards 1–3 up to and including grades 9– 10) (W.9-10.5) (DOK 1,2,3,4)
- After students have written papers, have other students peer review and each
student must have three revisions from different people.
- Providing students with different examples as to how to open or close a paper.
Talk about the different types of attention-getters or conclusion sentences.
3.) Analyze how complex characters (e.g., those with multiple or conflicting motivations)
develop over the course of a text, interact with other characters, and advance the plot or
develop the theme. (RL.9-10. 3) (DOK 2,3)
 - Reading To Kill A Mockingbird and having students create a presentation on
how the main character, Scout, changes over the course of the book
- Have students create a compare and contrast chart on how the cultures of
people interact with each other
4.) Analyze various accounts of a subject told in different mediums (e.g., a person’s life
story in both print and multimedia), determining which details are emphasized in each
account. (RI.9-10.7) (DOK 3,4)
- Have students read a set of informational texts that are in the newspaper and
compare it to a that same text within a social media post
- After reading an excerpt from a newspaper article about a subject and reading
that same subject from an online article, compare and contrast the two types of
media.
5.) Demonstrate command of the conventions of standard English capitalization,
punctuation, and spelling when writing. a. Use a semicolon (and perhaps a conjunctive
adverb) to link two or more closely related independent clauses. b. Use a colon to
introduce a list or quotation. c. Spell correctly. (L.9-10.2) (DOK 1)
- Students work independently and watch review videos of how to properly use a
semicolon and proper punctuation. After watching, write a paragraph using things
covered in video and turn in.
- Go through multiple sample paragraphs and explain why students need proper
punctuation and spelling, along with using a semicolon. Show the importance
and how it can shape the paper.
Step 3b: When looking at the “Analyze how complex characters (e.g., those with multiple or
conflicting motivations) develop over the course of a text, interact with other characters, and
advance the plot or develop the theme. (RL.9-10. 3) (DOK 2,3)” standard under key ideas and
details, it is very different at the next level. Since 9-10 grade standards are the same, the 11-12
standard shows how after the students are able to understand how a character can develop
throughout the story, they must now understand from the author's point of view. Students should
now be able to recognize how the author can relate elements of the story like the setting, how
the action is ordered, and how the characters are introduced and developed. When looking at
the grade below, which is 8th grade, describe how the dialogue can reveal parts of a character.
Step 4a: Kindergarten mathematics
1.) Identify whether the number of objects in one group is greater than, less than, or equal
to the number of objects in another group, e.g., by using matching and counting
strategies.1 (K.CC.C.6) (DOK 2)
- Have students cut out alligator images of one that says “greater than”, “less
than”, and “equal to”. Then explain to students how the alligator will “eat” the
number that is greater than or less than or both numbers for equal to.
- After lesson, have students go through a worksheet to show their understanding
of greater than, less than, or equal to.
2.) Solve addition and subtraction word problems, and add and subtract within 10, e.g., by
using objects or drawings to represent the problem. (K.OA.A.2) (DOK 2)
- Give students cut outs of addition and subtraction signs and use the signs with
cut outs of objects. Explain how three butterflies and three turtles equal six
animals. Also how if two turtles were taken away from all the other animals, then
there’d be four animals left.
- For addition, have students do a worksheet counting spots on a butterfly and
write out the math equation on the bottom of the image.
3.) Compose and decompose numbers from 11 to 19 into ten ones and some further ones,
e.g., by using objects or drawings, and record each composition or decomposition by a
drawing or equation (e.g., 18 = 10 + 8); understand that these numbers are composed of
ten ones and one, two, three, four, five, six, seven, eight, or nine ones. (K.NBT.A.1)
(DOK 2)
- Students use ones, tens, hundreds blocks to build an equation shown on the
board. Demonstrate how the number twelve contains ten ones and two ones.
- Have a worksheet where students cut out an image of number blocks and glue it
to the right corresponding number.
4.) Directly compare two objects with a measurable attribute in common, to see which
object has "more of"/"less of" the attribute, and describe the difference. (K.MD.A.2)
(DOK 2)
- Directly compare the heights of two children and describe one child as taller or
shorter.
- Compare the sizes of two different animal crackers and explain how one may be
bigger or smaller than the other.
5.) Compose simple shapes to form larger shapes. (K.G.B.6) (DOK 2,3)
 - Asking students to demonstrate if they can join two triangles with full sides
touching to make a rectangle. Then demonstrate the right answer.
- Giving students a sheet of paper with the shape and providing instructions to
use other shapes to build the shape on the paper. For example, giving them a
picture of a square and showing them the directions to use four triangles to build
the image.

Step 4b: Since math is not yet introduced until kindergarten, the students in pre-k or preschool
are learning the basics and math is not provided yet. However, when comparing the “Solve
addition and subtraction word problems, and add and subtract within 10, e.g., by using objects
or drawings to represent the problem” standard to first grade, it is more in depth. Instead of
going to the number ten, it is now more advanced to the number twenty. Instead of just looking
at the word problems and solving basic problems the word problems are more complicated. The
word problems include putting things together, taking things apart, and having unknown parts of
the problem instead of just having the basic concept of “3+2=5” type of word problems.