The document provides instructions for several clinical field experiences for an education program. It outlines requirements to spend time observing and assisting in a K-3 classroom, teach lessons, collaborate with the mentor teacher, and reflect on experiences. Students are instructed to integrate subjects like English language arts, social studies, and arts into multi-day lesson plans and revise plans based on feedback. Differentiation for English learners and students with disabilities is emphasized.

1. Clinical Field Experience C: Integrating Instruction, K-3
Allocate at least 5 hours in the field to support this field
experience.
Educators use a multitude of strategies to incorporate content
across the curriculum. They do this to ensure content mastery
through various disciplines. Planning for instruction is an
integral part of being effective at integrating instruction.
Teach one or more ELA, social studies, and/or art lessons
provided by your mentor teacher. Carefully review the results of
any formal or informal assessments you administered as part of
that teaching, to evaluate the effect of your teaching on student
outcomes.
Discuss with your mentor teacher his or her teaching philosophy
and methods for social studies and art instruction, and on
integrating content areas. Include questions for discussion
relating to his or her methods for differentiating for students at
different levels. Connect these differentiation methods to a
specific need (due to disability, developmental delay, bilingual
language development, or another specific issue). Also, in
preparation of Clinical Field Experience E in Topic 6, discuss a
lesson, provided by your mentor, you can teach in ELA, social
studies, or the arts. Review Clinical Field Experience E in
Topic 6 to become familiar with the requirements.
Using any remaining field experience hours, assist the teacher
in providing instruction and support to the class.

2. Following your instruction and collaborative meeting, write a
250-500 word summary on your experiences and the
collaborative discussion with your mentor. Discuss
opportunities for improvement and successes from your
teaching, including feedback provided by the mentor teacher.
Compare your philosophy and experience of teaching to that of
your mentor. Additionally, discuss the lesson plan, provided by
your mentor that you will teach in Clinical Field Experience E.
APA format is not required, but solid academic writing is
expected.
This assignment uses a rubric. Review the rubric prior to
beginning the assignment to become familiar with the
expectations for successful completion.
You are required to submit this assignment to LopesWrite.
Refer to the
LopesWrite Technical Support articles
for assistance.
Document the location and hours you spend in the field on your
Clinical Field Experience Verification Form.
Social Studies and ELA Integrated Five-Day Unit
Unit plans are developed with a different lens than that of a
lesson plan. A unit plan is an overview of what, why, how, and
when content is to be covered, while ensuring students with
exceptionalities and students learning English as a second
language are considered.
Using the “Social Studies and ELA Integrated Five-Day Unit

3. Plan,” design a five-day unit based on your field experience
class that integrates ELA and social studies standards, and
incorporates students interacting with technology. Integrate at
least two social studies standards, one reading standard, one
writing standard, and one speaking and listening standard from
your state’s standards into your unit plan.
In the Differentiation section of the unit plan, identify support
strategies forstudents with exceptionalities or students who are
learning English as a second language. Strategies should be
based on the students in your field experience classroom who
are receiving special education or ESL services. For
clarification, explain the delays or disabilities on the plan.
(Please do not use children’s real names to protect
confidentiality.)
Write a 50-100 word response to each question in the Reflection
section of the Unit Plan template.
APA format is not required, but solid academic writing is
expected.
Benchmark - ELA, Social Studies, and Arts Differentiated
Instructional Planning
Educators are continually seeking various way to enhance
students’ language development and communication skills. This
can be accomplished through thoughtful reflection, revision,
collaboration, and subsequent planning. Students with
exceptionalities and students learning English as a second
language are separately considered to ensure differentiation
occurs for all students.

4. Part 1 Revised Unit Plan
Revise your five-day integrated literacy and social studies unit
from Topic 4 to include two art standards for the appropriate
grade level. Make any changes to your original unit to fully
integrate the art components and incorporate useful feedback
you received from your mentor teacher. In the Differentiation
section of the unit plan, identify support strategies forstudents
with exceptionalities. Strategies should be based on the students
in your field experience classroom who are receiving special
education services. For clarification, explain the delays or
disabilities on the plan. (Please do not use children’s real names
to protect confidentiality.)
Part 2 Reflective Essay
In a 750-1,000 word reflection, describe your instructional
choices, including 3-5 research-based sources that support your
reasoning. As part of your reflection address the following
items:
Delineate the specific standards integrated throughout your plan
and the rationale for their appropriateness.
Explicitly highlight the proposed strategies within your plan
that enhance language development and communication skills.
Describe the learning resources and materials needed to support
your lesson plans. Specifically address the use of technology in
creating an engaging learning experience.
Explain the differentiation included to make this unit accessible
and appropriate for individuals with exceptionalities.
Explain how you have addressed or incorporated the unique

5. backgrounds of the individual students in your class, to prevent
any social and cultural biases from interfering with student
learning. (For example, how did you consider students who may
be experiencing poverty, oppression, or injustice in regards to
preparing the lessons?)
Prepare this assignment according to the guidelines found in the
APA Style Guide, located in the Student Success Center. An
abstract is not required.
This assignment uses a rubric. Review the rubric prior to
beginning the assignment to become familiar with the
expectations for successful completion.
You are required to submit this assignment to LopesWrite.
Refer to the
LopesWrite Technical Support articles
for assistance.
Program competencies and national standards assessed in the
benchmark assignment:
COE 2.1: Apply in-depth content knowledge and learning
resources, including technology, in the academic disciplines to
create meaningful and engaging opportunities for students to
learn, practice, and master content. [CEC 3.2; NAEYC 5a, 5b;
InTASC 4(b), 4(c), 4(d), 5(a), 5(b), 5(c), 5(e); ISTE 1b, 1c]
COE 2.2: Apply appropriate curriculum, content standards, and
early learning standards to plan, implement, and evaluate
developmentally meaningful and challenging learning
opportunities for each child. [NAEYC 5c; InTASC 4(a)]
COE 2.3: Apply central concepts, structures of the discipline,
and tools of inquiry of the content areas, and organize this

6. knowledge, integrate cross-disciplinary skills, and develop
meaningful learning progressions for individuals with
exceptionalities. [CEC 3.1; InTASC 4(c), 4(f)]
COE 2.4: Modify general and specialized curricula to make
them accessible to individuals with exceptionalities. [CEC 3.3;
InTASC 2(b), 2(h), 4(g)]
COE 2.5: Use strategies to enhance language development and
communication skills of individuals with exceptionalities. [CEC
5.4; InTASC 2(e)]
COE 5.4: Interpret implications of applying a Christian
worldview as an educator in a school setting. [MC3]
Clinical Field Experience D: Collaborative Discussion
Allocate at least 1 hour in the field to support this field
experience.
Collaboration is one key to professional growth as an educator.
Working with colleagues opens the scope of the learning
process, and allows educators to not only feel less isolated, but
to also learn and share new or different instructional strategies.
Ask your mentor teacher to review the five-day social studies
and ELA integrated unit you submitted in Topic 4 and provide
you feedback.
Using any remaining field experience time to assist the teacher
in providing instruction and support to the class.

7. Write a 250-500 word summary of the feedback your mentor
provided on the five-day unit plan. Discuss changes you would
make based on the mentor’s feedback and how this would
positively affect student learning.
APA format is not required, but solid academic writing is
expected.
This assignment uses a rubric. Review the rubric prior to
beginning the assignment to become familiar with the
expectations for successful completion.
You are required to submit this assignment to LopesWrite.
Refer to the
LopesWrite Technical Support articles
for assistance.
Document the locations and hours you spend in the field on
your Clinical Field Experience Verification Form.
Clinical Field Experience E: Integrating Instruction
Allocate at least 4 hours in the field to support this field
experience.
Planning, teaching, and reflecting are natural aspects of the
teaching and learning process. This cycle allows educators to
prepare for their students’ learning, teach, and then reflect upon
the effectiveness of the teaching. This field experience is
designed to continue practicing the art of teaching, while
planning for instruction through reflective practices.
Teach one or more ELA, social studies, or art lessons provided
by your mentor teacher. Carefully review the results of any
formal or informal assessments you administered as part of that

8. teaching to evaluate the effect of your teaching on student
outcomes.
Using any remaining field experience hours, assist the teacher
in providing instruction and support to the class.
Write a 250-500 word reflection on the assessment data
collected from the lesson taught. Explain how you would
modify instruction based on the data. Include an overall
reflection of the teaching process, addressing any changes you
would make to future instruction.
APA format is not required, but solid academic writing is
expected.
This assignment uses a rubric. Review the rubric prior to
beginning the assignment to become familiar with the
expectations for successful completion.
You are required to submit this assignment to LopesWrite.
Refer to the
LopesWrite Technical Support articles
for assistance.
Document the locations and hours you spend in the field on
your Clinical Field Experience Verification Form.
Submit the Clinical Field Experience Verification Form to
LoudCloud in this topic. Directions for submitting can be found
on the College of Education site in the Student Success Center.

9. Time to Present
Embedding literacy development in the classroom is an
important element of a students’ comprehension and retention of
the content. Educators should be cognizant of students who are
hesitant to speak in front of their peers or, on the other hand,
overzealous in their speech. Presentations are one way
educators can encourage speech, while instilling good listening
skills in the students.
Review the lesson plan you created from Topic 2 or Topic 3 and
select one lesson to revise. In your revision, include at least one
listening and speaking standard from your state’s ELA
standards, and a speaking skills activity that requires the
students to speak or present to the class at some point during
the lesson. The lesson plan should also provide support for
students who are hesitant to present in front of their classmates.
Take into consideration the school’s socioeconomic level,
culture, and overall climate when designing the activity.
In the Differentiation section, identify support strategies that
could be used to assist an ESL student and a student with a
speech and mild cognitive impairment.
While APA style format is not required for the body of this
assignment, solid academic writing is expected, and in-text
citations and references should be presented using APA
documentation guidelines, which can be found in the APA Style
Guide, located in the Student Success Center.