Name: Taylor Rae Sugimoto

LP Grade Level: 4th

Presenting in field? Yes

Building an Ahupuaa
Materials:
-

ahupuaa division activity sheet

ahupuaa critical thinking assessment
markers
posterboard
projector (Elmo)
lined paper
pencil
tape
printer paper

Time needed: September 23, 2014: 12:45-2:00 pm, 1 hour 15 minutes, September 30,
2014: 10:00-10:45, 45 minutes, Day 3: 20 minutes
Total: 2 hours 20 minutes
---------------------------------------------------------------------------------------------------------------------

Standards/Benchmark
HCPSIII Social Studies
HCPS III: SS.4.3.1 Native Hawaiian Society: Explain the origins and culture of Native
Hawaiians
I can explain the origins and culture of Native Hawaiians.
Students will learn about the culture of Native Hawaiians through a lesson about the
Ahupuaa system. The ahupuaa system was a land division system that allowed
Hawaiians to receive resources from the mountains to the ocean. Students will learn
about resources, interdependence, and sustainability.
CCSS English Language Arts (ELA)
CCSS.ELA-Literacy.SL.4.1.C Pose and respond to specific questions to clarify or
follow up on information, and make comments that contribute to discussion and link to
the remarks of others.
I can answer questions and make comments to contribute to discussions.
Students will participate in small-group and whole class discussions. During small-group
discussions, they will share their thoughts on land divisions with the group, and then
work together to create the most ideal ahupuaa system. They will then share their
groups thought process with the rest of the class and participate in a whole group
discussion.

CCSS.ELA-Literacy.W.4.1.A Introduce a topic or text clearly, state an opinion, and

create an organizational structure in which related ideas are grouped to support the
writers purpose.
I can introduce a topic, state my opinion, and state reasons to support my topic and/or
opinion.
At the end of the lesson, students will answer a written response to the question: Why
was the ahupuaa system important for Native Hawaiian survival? They will need to
state an opinion and support their opinion with reasons that were discussed throughout
the lesson.
GLO 1: Self Directed Learner the ability to be responsible for ones own learning
I can be responsible for my own learning.
GLO 2: Community Contributor The understanding that is essential for human
beings to work together
I can respectfully work well with others.
InTASC Standard 14a The teacher effectively uses multiple representations and
explanations that capture key ideas in discipline, guide learners through learning
progressions, and promote each learners achievement of content standards.

Assessment
Formative Assessments:
Anecdotal Records: Small Group/Class Discussions
Students are sharing relevant ideas with group members during the ahupuaa division
activity. They are creating a safe environment using respectful voices and share their
perspective on land divisions. Students also respectfully share their thoughts and ideas
during the class discussion (ground rules for respectful sharing will be discussed before
the first activity). While students are participating in these small group and class
discussions, the teacher will take informal written descriptions on their progress, focus,
and direct observations. These anecdotal records will be used to assess students
participation during group discussions (GLO 1 and 2) and Standard CCSS.ELA-Literacy.
SL. 4.1.C.
Entrance Slip: Ahupuaa Activity Sheet
Before learning about the concept of the ahupuaa system, students will divide the land
into three different ahupuaa. They also write an explanation as to why they divided the
land into those sections. The divisions do not have to be correct, but explanations

should support decisions for the separation of divisions. This entrance slip will help to
assess students knowledge of concepts before the lesson begins.
Summative Assessment -Performance Task
Ahupuaa Exit Slip:
This piece will summatively assess the content knowledge that was taught during this
lesson. Students will write the three main landforms in the ahupuaa, and list one
resource that can be found in each.
Ahupuaa Critical Thinking Assessment:
Students individually respond to the question: Why was the ahupuaa system important
for Native Hawaiian survival and sustainability? This will be used to assess Standard
CCSS.ELA-Literacy.W.4.1.A and HCPS III: SS.4.3.1
Rubric
3
CCSS.ELALiteracy.SL.4.1.C:
Students respond to
specific questions
and clarify ideas
that contribute to
discussions.

- Student
participated during
small group
discussion by
sharing their
individual
ahupuaas
- Students shared
their reasons for
their land divisions.
- Student inputs
ideas to group
members when
creating the group
ahupuaa.
CCSS.ELA- Student used
Literacy.W.4.2.D:
multiple vocabulary
Use precise
terms learned from
language and
this lesson to
domain-specific
explain the topic of
vocabulary to inform Ancient Hawaiian
about or explain the sustainability
topic
HCPS III: SS.4.3.1
Student was able to
answer the
Ahupuaa Definition definition of an
ahupuaa with detail
HCPS III: SS.4.3.1
- Student was able

2
- Student
participated in small
group discussion by
sharing their
individual
ahupuaas
- Student did not
share reasons
behind their land
divisions
- Student inputs
ideas to group
members when
creating the group
ahupuaa.
- Student used a
vocabulary term
learned from this
lesson to explain
the topic of Ancient
Hawaiian
sustainability
Student was able to
answer the
definition of an
ahupuaa
- student was able

1
- Student did not
participate in small
group discussion.
- Student does not
input ideas to group
members when
creating the group
ahupuaa.

- Student did not

use a vocabulary
term learned from
this lesson to
explain the topic of
Ancient Hawaiian
sustainability
Student was not
able to define an
ahupuaa
- Student was able

Regions of the
Ahupuaa

HCPS III: SS.4.3.1

Ahupuaa
Resources
HCPS III: SS.4.3.1
Ahupuaa
Importance

to identify the three

regions in Hawaiian
- Student was able
to identify the three
regions in English

to identify two
regions in Hawaiian
- Student was able
to identify two
regions in English

-Student was able

to identify two
resources for each
region of the
ahupuaa.
- Student was able
to accurately state
several
sustainability
practices of the
ahupuaa system

- Student was able

to identify one
resource for each
region of the
ahupuaa.
- Student was able
to accurately state a
sustainability
practice of the
ahupuaa system

to identify one or
none of the regions
in Hawaiian
- Student was able
to identify one or
none of the regions
in English
- Student was not
able to identify
resources for each
region of the
ahupuaa.
- Student was
unable to accurately
state a sustainability
practice of the
ahupuaa system

GLO Assessment Rubric

GLO 1: the ability to
be responsible for
ones own learning

GLO 2: the
understanding that
is essential for
human beings to
work together

3
- student remained
focused throughout
the lesson
- student completed
the individual
activity and
assessment
- teacher did not
have to remind the
student about the
classroom rules
throughout the
lesson.

2
- student remained
focused throughout
most of the lesson
- student completed
most of the
individual activity
and assessment
- teacher had to
remind the student
about the classroom
rules once
throughout the
lesson

- Student
respectfully shared
ideas during small
group discussions
- Student did not
talk when others
were speaking

- student
respectfully shared
ideas during small
group discussions
- student
occasionally talked
when others were
speaking

Active Learning Plan

Pre-Lesson Preparation

1
- student remained
unfocused
throughout the
lesson
- student did not
complete the
individual activity
and assessment
- teacher had to
remind the student
multiple times about
the classroom rules
throughout the
lesson
- student did not
share ideas during
small group
discussion or
shared ideas
disrespectfully
- frequently talked
when others were
speaking

Draw on a posterboard a diagram of an ahupuaa. Label the top uka (mountains),

middle kula (valley), and bottom kai (shore). This will be used for the Collaborative
Group work part of the lesson.
Write I can statements and GLOs on the board
Grabber/Motivating opening (Introduction) (2 minutes)
1. Say: Imagine you are the ruler of your own kingdom! What do you think some of
your duties might be?
2. Tell students to discuss answers with the students on their table (small groups). Ask
a student on each table to share what they discussed in their small groups.
3. Ask the whole class
a. Do rulers have to make sure the people are happy? Well-fed? Have homes?
Today, were going to learn about one way that the ancient rulers, or alii, of
the Hawaiian islands was able to keep their people live happy lives.

Narrative Overview with Assessment explanation (1 minute)

4. Explain:
a. For this lesson, we will be learning about the ahupuaa, or land divisions of
the Native Hawaiians. You will be working together in small groups to discuss
what is the best way to divide the land into an ahupuaa.
b. Once everyone has shared their ideas, you are going to learn about the
different resources/ecosystems that were in the ancient ahupuaa.
c. To help us understand more about resources and the concept of
sustainability, you will again work in small groups to draw and create our own
classroom ahupuaa.
d. Once that is completed, you will be assessed on how well you understand
the concept of the ahupuaa system by writing about why you think the
ahupuaa system was important for Native Hawaiians to create a sustainable
environment.
e. So while youre learning about each part of the ahupuaa, think about why
this system was important to the Native Hawaiians and how it is related to
sustainability.
f. On the board, I have written three I can statements. These statements tell
you what you will be able to do by the end of this lesson. I also wrote the
GLOs you will also be assessed on throughout the lesson. Lets read the I
can statements on the board together as a class.
i. Read I can statements and GLOs out loud with the class
5. Explain waterfall attention getter before starting the lesson
a. Throughout the lesson, whenever I say waterfall, what do you do?
i. SHHHHHHH
Mini Lesson Part 1 (10 minutes)

6. Explain background information

a. Imagine what life was like in Ancient Hawaii. Did they travel in cars back
then? Did they have grocery stores? How do you think they were able to get
their food? Hawaiians had to learn to be self sufficient, meaning they had to
learn to get food by themselves, using the natural resources that were
provided by the land.
7. Ask the class
a. What is a natural resource? Can anyone give the class some examples of
natural resources?
8. Tell students to talk to their side partner about what they think natural resources are
and think of at least one example.
9. Ask students to share some ideas that they talked about with their partner/s.
10. Define natural resource:
a. A natural resource is something that is found in nature and not man-made.
When something is man made, it means that people have touched and
changed the object.
11. Give students examples of natural resources
i. If a natural resource is something that is found in nature and is not
man-made, would candy be a natural resource? Why or why not?
ii. Can bananas be a natural resource?
iii. Wooden chairs?
1. No because wooden chairs are built by people. But wooden
chairs are made from a natural resource. What natural resource
do wooden chairs come from?
a. trees
iv. Are poi pounders a natural resource?
1. No, again because poi pounders are shaped by people. But
what natural resources do poi pounders come from?
a. Rocks
12. Explain
a. In order for people to get the food, water, and shelter they needed, the alii
(leaders) divided the land so that everyone would have all of the resources
that they needed to survive. This land was called an ahupuaa, and it had all
the resources that the Ancient Hawaiians needed.
Pairs/Small Group Exercise for Guided Practice (15 minutes)
13. Give instructions for small group activity
a. For your first activity, you will be an alii for your land of Hawaii.
i. Show activity sheet to the class
b. Each of you will divide the land into three different sections to create three
ahupuaa. You will use a pen or pencil to circle the each ahupuaa.
c. Remember, an ahupuaa includes all of the resources that Native Hawaiians
needed to survive.
d. On the back of your paper, you are going to quickly jot down the reasons why
you chose to make those land divisions. Was it because you wanted the

ahupuaa to have a lot of ocean? Was it because you think your ahupuaa
needs more grass than ocean? Write your reasons on the back of the paper.
e. On the blank lines, you are going to think of at least one natural resource that
you can find in that part of the ahupuaa.
14. Pass out activity sheet to students
15. Allow students about five minutes to complete the first activity
16. Gain students attention (using waterfall attention getter) and explain:
a. Once everyone has finished dividing their land, you are going to show and
explain why you chose your ahupuaa.
b. Once everyone has shared, you as a group are going to work together to
choose what is the best way to divide your land into three ahupuaa.
c. I will give you another paper (the same paper that they just completed), and
your group will circle your three ahupuaa, just like what you did before.
d. Choose one person to be the spokesperson for your group. This person will
share your groups ahupuaa with the class and explain your reasoning as to
why you chose those land divisions.
17. Remind students guidelines for a respectful discussion and sharing
a. When we are having a small group discussion, should everyone be talking at
the same time?
What should you be doing when someone else is talking?
b. Should we be putting anyone down?
c. If there is an argument that cant be solved within your small group, call me
or Mrs. Fujino over and we can help solve the problem.
18. Pass out same activity sheet to each group
19. Walk around to each group and listen to each table discuss their reasoning for
choosing their ahupuaa
a. Write a check next to their names if students are actively participating in the
group discussion (Standard CCSS.ELA-Literacy.SL.4.1.C)
b. Write down notes on the observation chart if there are any interesting
comments or questions
c. Remind students to pick one person from each group to be their
spokesperson
20. Stop students once they have created their group ahupuaa
21. Allow the spokesperson to explain their ahupuaa and reasoning behind the land
divisions.
Mini-Lesson Part 2: (7 minutes)
1. Turn on the projector and put the diagram of the ahupuaa on the projector
2. Explain
a. The Native Hawaiians were able to live off the land with the sources
within their land. One of the important parts of their culture had to do with
the term sustainability.
3. Tell students instructions for 30 second turn and talk
a. You are going to turn to your partner and ask, What does sustainability
mean to you? Your partner is going to answer by saying, I think the word
sustainability means and then finish the sentence. Then your partner will

ask you the same answer, and you will answer using the same sentence,
I think the word sustainability means
4. Ask one student from each table to share what was discussed
5. Define and show examples of the word sustainability
a. Sustainability to the Native Hawaiians meant living off the land, but also
making sure that they took care of the land so it could be used for future
generations. It means taking care of the land so it would still be able to
provide for them in the future.
i. An example of how the Hawaiians practiced sustainability was
when they took food from the environment. When the Native
Hawaiians took food from the environment, like cutting down a
banana tree, they would plant another tree in its place. Another
example is if the Native Hawaiians caught fish, they would check to
see if the fish was a male or female. If it was a female, they would
throw it back in the ocean because the female fish were in charge
of giving birth to new babies, which would keep the ocean s fish
population high.
b. The Native Hawaiians also understood that it was alright to use the
natural resources, but they also had to make sure they do not damage the
land.
6. Explain the application of sustainability
a. Hawaiians were able to sustain food on their land by:
i. making sure that they did not take too many resources at one time
b. Hawaiians also created a sustainable environment filled with natural
resources by:
i. planting fruits and vegetables after using those resources
ii. taking care of the aina
c. The alii made sure that each ahupuaa had all of the resources from the
land to the sea. It was the responsibility of the people to take care of the
land as they take resources for survival. For survival means that the
Native Hawaiians only took what they needed to survive.
i. For example, if there was a school of fish, do you think the Native
Hawaiians would catch the whole school of fish to eat? Probably
not. They would only take the amount of fish needed to not be
hungry.
d. Explain each section of the ahupuaa and write label on the projector
i. uka (mountains):
1. rainforests/trees for canoe building and shelter
2. fruit trees to eat
3. pigs for food.
ii. kula (valley):
1. fresh water streams to drink
2. taro to make poi
3. sweet potatoes, bananas, ti leaves for food
4. ti leaves for clothing
iii. kai (shore):

1. Fishponds for food

2. gathering salt
3. eating seafood
Small Group/Collaborative Activity (30 minutes)
1. Assign students into three different groups
a. Tables 1 and 2: uka
b. Tables 3 and 4: kula
c. Tables 5 and 6: kai
2. Post chart paper with roles and posterboard on the whiteboard
3. Explain the collaborative activity instructions
a. We are now going work together to create our own ahupuaa system.
b. Each group will be assigned to one section of the ahupuaa
i. Show students their roles on the chart paper
c. As a group, you are going to brainstorm all of the natural resources that
you can find in your ahupuaa section. The secretary (already assigned
and labeled on the chart paper) will write down all of the natural resources
on a piece of paper. Then you will brainstorm and write down how each
resource were used to help Hawaiians live daily.
i. For example: I know that there are trees in my section of the
ahupuaa. Trees would be my natural resource. With the trees I
could make a canoe. Canoes would be something that I can make
from my natural resource.
ii. If wood is my natural resource, should I write down that they used
wood to make kendamas? No, write down what the Native
Hawaiians would make from wood.
iii. Remember, many of the objects and food they made from natural
resources were made so they could survive. Think about what
objects and tools Native Hawaiians would need to survive and how
they could have made them from natural resources.
d. After ten minutes, you are all going to draw the natural resources and
things you can make with the natural resource on printer paper. Once you
finished drawing your object, cut it out so it can be put into our class
ahupuaa.
e. Each group will come to the front and present their natural resources and
items to the rest of the class. Youll then tape it onto the poster board to
create our class ahupuaa.
4. Pass out a lined paper to each group
5. Instruct each group to choose a recorder to write down the brainstorming ideas
6. Allow students ten minutes to think of and write down natural resources
7. Walk around to each group and ask guiding questions if needed
a. What do you think you can find in the mountains/valleys/shore?
b. Have you ever gone to the mountains/valleys/shores before? What did
you see there? Were there any natural resources that you noticed there?

c. How do you think the Native Hawaiians traveled? What did they eat? How
do you think they made their clothing? What natural resources can be
used to create shelter, boats, food?
8. Pass out printer paper to each group after 10 minutes so they can begin drawing
9. Write down any important observations on the observation chart
10. Walk around to each class and debrief them on how they are going to present
their drawings
a. Have them explain what their drawings are and help them correct their
responses if there are any errors
11. Bring students attention to the front of the class using the waterfall attention
getter.
12. Call each group to the front to present their drawings and tape it onto the class
ahupuaa
Independent Work/ Implementation of Performance Task (20 minutes)
1. Explain to students final assessment task
a. First, you are going to write what is the definition of an ahupuaa, the
three different parts of an ahupuaa, and at least natural resource that can
be found in each section.
b. Then, you are going to use your critical thinking skills to write a paragraph
to answer the question: How did Native Hawaiians practice sustainability
throughout their daily lives.
2. Emphasize that they will be assessed on their ability to explain and give
examples about how the ahupuaa system helped Native Hawaiians live and
survive.
a. In order to get an ME, you need to write at least two ways that Native
Hawaiians practiced sustainability.
b. Begin by writing whether Native Hawaiians practiced sustainability. Then
continue by giving examples about how they practiced sustainability.
c. Think about how the use of natural resources is related to sustainability.
3. Pass out exit slip sheet to students and have them write for ten minutes.
4. Write the prompt on the board: How did Native Hawaiians practice sustainability
throughout their daily lives?
Closure (5 minutes)
1.
2.
3.
4.

Collect assessment tasks and bring attention to the front

Tell students to talk share their essay responses with their side partners
Ask some students to share their responses with the rest of the class
Ask students
a. Through sustainability, the Native Hawaiians was able to get the natural
resources that they need from the ahupuaa, but what if something happened to
the ahupuaa?
i. If there was a drought (drought means a long period of time without any
rain). How would that affect the ahupuaa system? What do you think
would happen to the people and the land? Do you think the Native
Hawaiians would be able to sustain their environment?
b. Allow students to raise their hands and attempt to answer the question
5. Explain the enduring understanding of the lesson:

a. The Native Hawaiians worked very hard to maintain the ahupuaa system. They
respected the land by working together as a community to take care of the land
and natural resources.
b. How can you take the time to take care of your community? Your school? Your
house? And the environment around you?
6. Call on students to share their thoughts and ideas.

Differentiation Plan
ELLs
Visual representations of concepts can help ELL students understand without
attempting to comprehend a fast-paced oral discussion. To support these students, I
would print and pass out enlarged diagrams with labels of the ahupuaa in both English
and Hawaiian so ELL students will be able to look at the diagram and make
references/notes on the paper as the lesson progresses. They will have to put these
diagrams away when they take their assessment.
504/IEP
For the students with sight-impairments, enlarging the zoom on the Elmo projector will
allow the visual and written texts to be enlarged. The large poster-board will also be a
visual support for students with sight-impairments. Students who are easily distracted
will sit with people that are very focused and sit in a space with minimal distractions.
Accelerated
Accelerated learners can be given the role of secretary during collaborative groupwork
and guided practice. They can practice taking notes and keeping track of discussions by
writing notes on a sheet of paper. During the performance task, they may be given the
option to continue writing about the importance of sustainability in the ahupuaa system
to the Native Hawaiians.
--------------------------------------------------------------------------------------------------------------------Resources:
http://www.econedlink.org/lessons/projector.php?lid=470&type=educator
http://hilo.hawaii.edu/affiliates/prism/documents/1whatisahupuaa.pdf

Literacy.SL.4.1.C

Literacy.W.4.1.A

Definition

Regions

Resources

Importance

GL

GLO

1
3
2
3
3
3
4
3
5
3
6
3
7
3
8
3
9
3
10
3
11
3
12
3
13
3
14
3
15
3
16
3
17
3
18
3
19
3
Assessment Checklis

1
2
3
2
3
2
2
3
1
1
1
1
1
1
2
2
1
3
2

3
1.5
3
3
3
1.5
3
1
1
3
1
1.5
1
3
2.5
1
3
3
3

1
3
3
1
3
3
2
2.5
3
3
2
3
2
3
3
1
3
3
3

1
2
3
1
3
2.5
2
2
3
1.5
1.5
1.5
1
2
3
2.5
2
3
2

of
sustainability

O1

1
3
2.5
2
3
2
3
2
2
1.5
1.5
1
1
1.5
3
1
3
1.5
2

3
3
3
3
3
3
3
3
3
3
3
3
3
3
3
3
3
3
3

3
3
3
3
3
3
3
3
3
3
3
3
3
3
3
3
3
3
3

Build Your Own Ahupuaa

Directions: You are the alii of your own island! Your duty is to divide your island into three ahupuaa. Divide
your island by circling each ahupuaa. On the back of this page, write down why you chose to divide your
ahupuaa into those three specific sections. In the blanks below, write at least one natural resource that
you think you would find in that area of your island.

Name: _______________________

Date: _________

Native Hawaiian Culture: Ahupuaa

1. What is an ahupuaa?

______________________________________________________________________
______________________________________________________________________

2. Name the three different sections of an ahupuaa in Hawaiian and English, and list a
natural resource located in each section.
Section: _________________
Natural Resources: ________________

Section: _________________
Natural Resources: ________________

Section: _________________
Natural Resources: ________________

________________________
______________________

_________________________
_______________________

________________________
________________________

Taylor Rae Sugimoto

November 1, 2014
ITE 317
Formal Observation #1 Reflection and Video Analysis Questions
1. Compare the amount of time written in your lesson plan to the video.
Lesson component

Time allocated in
lesson plan
(e.g., 5 minutes)

Day 1: Introduction

3 minutes

Actual time of
implementation
(as evident in video;
write in minutes)
3 minutes

Write down the time

as seen in the video
frame
(e.g., 3:45-5:50)
Video #1: 00:33 3:26

Day 1: Building
background/Narrativ
e Overview
Day 1: Focus/Minilesson Part 1
(I do)
Day 1: Guided
practice (we do)
Day 1: Focus/Minilesson Part 2
Day 1: Collaborative
Group Activity

2 minutes

2 minutes

Video #1: 3:30 5:41

10 minutes

9 minutes

Video #1: 6:02 14:55

15 minutes

18 minutes

7 minutes

15 minutes

Video #1: 15:00-19:51

Video #2: 00:00-13:37
Video #2: 14:00-29:15

30 minutes

Video #2: 29:15-30:36

Video #3: 14:39-34:25

Day 2: Building
Background/Review
Day 2: Independent
work (You do it alone)

N/A (not recorded

on lesson plan)
20 minutes

Day 1: 25 minutes
Day 2: 20 minutes
Total: 45 minutes
15 minutes

Video #3: 34:25-48:08

Day 3: Closing

5 minutes

Day 2: 12 minutes
Day 3: 15 minutes
Total: 27 minutes
N/A

Video #3: 00:00-14:39

N/A

2. Explain the accuracy of your time management and pacing of the lesson. Were there
any time discrepancies and why did it occur? If there were no discrepancies, explain
how you were able to manage this pacing and/or explain if you should have adjusted the
time in any specific lesson component. Cite examples and the times in your video.
Throughout this lesson, there were times that I implemented good time management and
pacing, and there were other times that I needed to slow down my pacing to match the learning
pace of my students. I feel that the main reason why I did not show accurate time management

and pacing during this lesson is because I wrongly estimated the time students needed to learn a
complex enduring understanding. I also wrongly estimated the time that students needed to work
together and draw specific objects during the collaborative group work project.
During the beginning of my lesson, my actual time of implementation accurately matched the
time that I allocated in my lesson plan. From my introduction to guided practice, I was only five
minutes off from my estimated time. However, my time management accuracy decreased when I
began to teach students about sustainability. When I asked students to talk amongst their table
groups about the definition of sustainability, I noticed that none of the students heard of that term
before. That observation made me realize that I needed to take more time to discuss the term
sustainability and guide students through examples. Because I took more time explaining
sustainability, I became ten minutes behind the time that I allocated in my lesson plan.
The collaborative group work activity was the main reason as to why I needed to add an extra
day to complete my lesson. I estimated that students would take about twenty minutes to
brainstorm, delegate, and draw, and present the natural resources that were located in their
section of the ahupuaa. Thinking back, I knew that wasnt enough time for fourth graders to
complete that activity, but I thought that I could fit the whole lesson in one social studies block.
As a result, students were not able to complete their work in twenty minutes, so I had to add an
extra day to complete my lesson. On the second day, students spent an extra twenty-five minutes
completing the collaborative group work, which resulted in my lesson running a total of 35
minutes longer than my estimated time that I allocated in my lesson plan.
Lastly, because I had to add an extra day to my lesson, I spent an extra fifteen minutes
building background and reviewing the main concepts and enduring understandings of my

lesson. As a result, my actual time of implementation was a total of 50 minutes longer than my
estimated time allocated in my lesson plan.
The biggest lesson that I learned is to change my priorities from creating a lesson around
time to creating a lesson around content. Rather than trying to fit three different activities in one
lesson, add an extra day to the lesson so the students and teacher wont feel rushed. Also, always
set aside extra time in your lesson to review or explain a concept that students may have a
difficult time understanding.

3. Select one of these observational lens from Borich (2011) that you have evidence of
effectiveness. Please note that in this third semester, effectiveness means rating your
self on the first, second, or third space on the left side of the continuum on instrument
3.1a
Students Engagement in the Learning Process

In his book, Observation Skills for Effective Teaching, Gary Borich states, Students learn
best when they become actively engaged in the learning process. Teachers promote student
engagement by providing exercises, problem sets, and activities that allow students to think
about, act on, and practice what they learn (Borich, 15). Students were actively engaged
throughout the lesson because I provided multiple activities that allowed students to think about
and act on the content they learned and their own reasoning skills.
I rated myself on the first space on the left side of the continuum because students remained
engaged and participated throughout the entire lesson. In my video analysis, I have provided
three different examples of student engagement. In the first video clip (00:00-00:12), I asked
students to reason whether a poi pounder is a natural resource. Students firmly agreed with one

answer, and then some began to change their answer as they began to think about the definition
of a natural resource. This shows students were actively engaged during the mini-lesson. In the
second video clip (00:13-00:52), students worked together to vote on the best way to divide their
tables island. One student took on the role of the leader and asked everyone to vote for their
favorite division. They then collaboratively discussed the variety of natural resources that could
go into the different sections of the islands. In my last video clip (00:53-01:16), students showed
that they were engaged in the classroom ahupuaa activity. These students were actively engaged
in the learning process because they were determined to brainstorm accurate natural resources.
Evidence of engagement is shown when they were asked if they could draw a turtle or shark and
they replied that they should not because ancient Hawaiians were not allowed to touch turtles
and sharks.

4. Select one of these observational lens from Borich (2011) that you have evidence of
development. Please note that in this third semester, effectiveness means rating your
self on the first, second, or third space on the right side of the continuum on instrument
3.1a
Lesson Clarity

On page 14, Borich states, Lesson clarity refers to a teachers ability to speak clearly and
directly and to organize and structure content at the students current level of understanding
(Borich, 14). There were parts of the lesson that I personally feel that I could have improved to
create a clear and concise lesson with clearer instructions and procedures. In my video analysis, I
have three different evidences of the lack of lesson clarity during different aspects of my lesson.

In the first video clip (01:17-01:28), I was teaching my mini-lesson about natural resources to
the students. Although I was able to define and give examples of natural resources, I could
improve lesson clarity by providing visuals of natural resources on the projector. For example,
instead of just talking about a wooden chair, I could provide a picture of a wooden chair and
wood to students so they can visually and audibly learn. In my second video clip (01:29- 02:19),
students were thinking of natural resources that could be found in different sections of an island.
Students were unsure of both the locations of the island and the definition/examples of natural
resources. In the future, I could explain the three different sections of the island before I pass it
out to the students. I could also do more to model an example on the board. That way, students
would have a better understanding of instructions and expectations. In my last video clip (02:2102:51), a student drew an octopus but she did not know why she was drawing an octopus and
how it was related to a natural resource. Again, this is an example of how modeling and showing
an example to students can be beneficial because it can show students correct procedures and
expectations. In the future, I will make sure to do more modeling and showing than telling.

5. Using any of Borich lenses, describe two pedagogical behaviors that you will
change and implement in the near future based on evidence from your video.
Explain why you chose these behaviors, cite one statement for each behavior
from Borich that supports your reasons (use quotation marks and appropriate
reference), what you plan to do, and how you will measure effectiveness of
your changed behavior.
From what I have observed and analyzed above, the most important pedagogical behaviors
that I will change and implement in the near future is showing more than telling. I chose this
behavior because I assumed that older students would have an easier time understanding
instructions and did not need as much guidance. However, this lesson has taught me that older
students sometimes need more than verbal instructions to complete an assignment. Borich states,

Some observable approaches to lesson clarity include informing learners of expected skills and
understanding before a lesson; providing advance organizers that place the lesson content in the
perspective of past and future learning; using examples, illustrations, demonstrations, and
instructional media that can expand and clarify lesson content (Borich, 14). Rather than just
telling students instructions letting them decipher the instructions on their own, I will model or
show students an example of what they should do on their own. Showing students rather than
telling gives students more of an opportunity to understand instructions, and it also allows them
to analyze the expectations that I am setting for each assignment. In order to measure the
effectiveness of my changed behavior, I will keep an observation chart at my desk to monitor my
success based on students behaviors. While students begin to work on their activity, I will walk
around the room to see if students are understanding the instructions and following the example
that I previously modeled in front of the class. I will write down any significant observations on
the chart. If there are still areas of improvement that I see, I will continuously reflect on ways to
improve this pedagogical behavior.
Also, to further help students understand expectations that I set for each activity, another
way to improve lesson clarity is to present rubrics or grading scales to the students before
they begin their assignment. Quoted above, Borich states that a way to enhance lesson clarity
is to, inform learners of expected skills and understandings before a lesson (Borich, 14).
Informing and displaying the rubric gives students the opportunity to look at the expectations
while they are continuously working. That way, students understand expectations and can be
held accountable for their own learning, work, and grades. The rubric can also answer
questions that students may have about the assignment. In order to measure the effectiveness
of my changed behavior, I will keep track of students success according to their quality of

work. If I see that over a period of time, students are beginning to follow instructions and
expectations that were written on the rubric, then I know that I have improved my lesson
clarity. I can also give students self assessments and ask students if they feel that the rubrics
help them to answer questions that they may have, and if they feel that the rubric helps them
to create quality work.

Borich, G. (2011). Observation skills for effective teaching. Columbus, Ohio:

Merrill Pub.