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Successful teacher candidates support learning by designing a Unit Work Sample that employs a range of

strategies and builds on each students strengths, needs and prior experiences. Through this performance

assessment, candidates provide credible evidence of their ability to facilitate learning by meeting the following

standards:

The candidate uses multiple assessment strategies and approaches aligned with learning goals to

assess student learning before, during and after instruction.

The candidate designs instruction for specific learning goals, student characteristics and needs, and

learning contexts.

The candidate uses regular and systematic evaluations of student learning to make instructional

decisions.

The candidate uses assessment data to profile student learning and communicate information about

student progress and achievement.

The candidate reflects on his or her instruction and student learning in order to improve teaching

practice.

The candidate will create a Unit Work Sample to demonstrate its impact on student learning. The attached

template, which consists of several components, should be used to fulfill this requirement. Attach samples of

student work as an appendix.

SCHOOL OF EDUCATION CLAFLIN UNIVERSITY

UNIT WORK SAMPLE TEMPLATE

Candidate: Candice Seawright

Section II: Description of Students: Describe (1) the number of students, (2) demographics of the students, and (3) any

other special features or important information that you included in your Long Range Plan as you described your

students.

This is a fourth grade Advanced Academic Program English and Mathematics classroom at Arden Elementary School in Columbia,

South Carolina. There are a total of seven students in the classroom; this includes five females and two male students. Of the five

female students, three are Hispanic and two females are African-American. Both male students are African American.

The female students interests are soccer, basketball, karate, jump roping, drawing, reading and writing. They preferred to listen to

Rap/Hip-Hop and R&B music. These particular female students career choices were to become a doctor, judge, veterinarian, and a

teacher. All of them preferred to learn in small group. Mathematics was three of the female students favorite subject and two enjoyed

English Language Arts.

The males interests were X-box, basketball, and football. They preferred to listen to Rap/Hip-Hop and R&B music.

These particular male students career choices were to become a dentist and a NBA basketball player. One male preferred to learn by

himself while the other student preferred to learn in a small group. Both students favorite subject was Mathematics.

All seven students are in the Advanced Academic Program. They are reading on a fourth grade reading level with the capability of

reading and comprehending higher level novels.

All students in this classroom are on free lunch at Arden Elementary School.

Describe the contextual factors, including the (1) relevant student characteristics from

Section II, as well (2) as other factors related to the community, district, school, classroom or students, that are likely to impact

instruction and/or student learning with regard to the selected instructional unit. Include a (3) description of the ways in which each

of these factors will be taken into consideration during unit planning and instruction.

I notice that both female and males students enjoy sports; it would be in my best interest to incorporate sports or sport themed ideas

into my lesson. Since the females enjoy drawing, reading, writing and sports, during English Language Arts, I can find books about

famous females in who sports and create writing assignments where students can illustrate what they read and write about it as well.

Most of my students enjoy Rap/Hip- Hop and R&B music. To keep students engaged during lessons, I could find videos or parody

videos of songs students may be familiar with. These educational videos will connect with the students and help them better understand

the content. Since most of my students preferred to learn in cooperative learning groups, I will incorporate in my lesson a lot of group

activities, where students are to work and learn as a team. There could also be times when I ask to pair up and review and check each

others work. Lastly, I notice that most of the males and females enjoy Mathematics enjoy, I will find a way to keep these students

interested in this subject as well as help turn the least favorite subjects into ones that students enjoy equally. This will be done with

engaging videos, fun activities, projects and enthusiasm from me in the classroom.

Seeing that I have a few more females than males in the classroom, I must create an equal learning environment where both genders are

prosperous. I will include research-based strategies that have been proven to work with both genders.

Since there are eight students reading above grade level, I will search for grade level and above grade level books and novels for

students to read. This will keep the students engages as well improve their reading comprehension skills. Students will participate in

book talks and book discussions about what they are reading or were assigned to read to ensure comprehension and reading ability.

With all of my students being on free lunch, this tells me that they come from a low social economic status. From this I can conclude

that the students may have emotional and social instability. This may also mean students are not able to have all school supplies that are

necessary to complete assignments. I must place students in collaborative learning groups where they will have to share supplies with

one another to complete given assignment.

Since the classroom is very diverse, I will incorporate in my lesson multicultural activities that will make students aware of the

diversity

and 2013

ethnicities

not only in the

classroom

but also around the world.

Revised Fall

ACEI/NAEYC

2010

Standards

Section IV A: Major Unit Objectives (1) List the unit objectives and (2) indicate the corresponding state standards.

(Remember objectives must contain 4 parts: performance, product, conditions and criterion.)

Correlated

Standards/Expectations

Unit Objectives

Students will determine the main idea of a text and explain how it is supported.

RL.4.1

Students will use place value and properties of operations to perform multi-digit arithmetic.

4.OA.1

locations of objects in the Solar System.

4.E.3

reasons for the exploration of the New World.

4-2.1

Describe your instructional plan that is, the (1) sequence of steps that you need to follow if your students are to achieve the

unit objectives. (2) Describe the key instructional activities, strategies, materials and resources including instructional

technology), and indicate the unit objectives (numbered according to the order in which they are listed in Section IV A) that

are addressed.

SUBJECT: English Language Arts

Activities/Strategies/Materials/Resources

Timeline

Unit Objective

Number(s)

The anticipatory set of this unit will be the teacher showing students a

video from YouTube that focuses on Main Idea and how to find it in a

passage using text features. There is also a section on Implicit and Explicit

main ideas students are to be familiar with as well. This video is a parody

song of Justin Beibers Beauty and the Beat. Prior to video, teacher will

ask students to pay close attention and be able these two important

questions about the video. These questions include: What is the Main Idea

and What can a reader look for to find the Main Idea?

The direct instruction of this unit will be Students will view a PowerPoint

on Main Idea, Supporting details and text features. While viewing Power

Point, students will write all unfamiliar vocabulary words and definitions

into their Whats the Big Idea handbook. Teacher will demonstrate how

and what students are to be writing in their handbooks on Anchor chart

paper. For instance, students are learning what main idea is. Students and

teacher will write down main idea and following will be the definition. If

students are confused, teacher will provided a completed handbook for

students to look at during lesson. Teacher will also show the completed

handbook to students with each vocabulary word, topic and new page to

lessen confusion as well. The completed handbook will be passed from

student to student throughout the classroom.

The guided practice of the unit will be for Students will view a PowerPoint

on Main Idea, Supporting details and text features. While viewing Power

Point, students will write all unfamiliar vocabulary words and definitions

into their Whats the Big Idea handbook. Teacher will demonstrate how

and what students are to be writing in their handbooks on Anchor chart

paper. For instance, students are learning what main idea is. Students and

teacher will write down main idea and following will be the definition. If

students are confused, teacher will provided a completed handbook for

students to look at during lesson. Teacher will also show the completed

handbook to students with each vocabulary word, topic and new page to

lessen confusion as well. The completed handbook will be passed from

student to student throughout the classroom.

September 1, 2014 (1 Day)

Text Features. Every student will receive a different book with six Post-It

Notes on it. These text features will include: Title Page, Glossary, Index,

Table of Contents, Bold Words, and Photographs. Students are to use these

Post-Its attached to the book and place it in the correct spot where text

feature is located in the book. Ex: Post-It has Title Page written down.

Students will go to the title page and place the post it there. Once each

student has completed this activity they will raise their thumb to show

teacher that they have finished their activity. The thumbs up system will

help avoid disruptions while other students are finishing the assignment.

When teacher has noticed that every students has finished their

assignment, teacher will call every student one a time to show class where

they have placed their Post-It note at and explain why they have placed

Post-It there. This activity will show teacher how well students understand

text features and where student can find these text features in different

books, articles and passages.

Teacher will conclude the lesson by asking the students to finish this

statement, Today I learned _____________. Students will take one

minute to think of two new ideas they learned in class that particular day

regarding either Main Idea and/or Text Features. Students will be allowed

to look back at their handbook in case they need to refer to their notes.

Teacher will call on each student to stand up either at their desk or in the

front of the class to tell the teacher and his or her classmates two new

ideas they learned in class that day. Once every student has spoken and

teacher as though students have fully understood the lesson, students will

then on to the assessment planned for that day.

YouTube about Main Idea and Text Features. This song is a parody from

the popular artist Justin Bieber and his song The Beauty and The Beat.

Students will have the opportunity to see the lyrics on the Smart Board

screen as well as hear the song played for them as they answer questions

that were assigned to them.

Integration of Health:

passage that focuses on eating healthy and living a healthy lifestyle.

Students are to read this passage and tell teacher and what they believe the

main idea is. This passage will be implicitly stated, students will have to

use key details and text features to help them figure out the correct answer.

notes and sitting for a period of time, teacher will give students a quick

exercise break during the middle of the lesson. This will include students

stretching their arms and legs for ten seconds, jogging in place for ten

seconds as well, the last ten seconds of the break, students will be able to

walk around and the classroom to wake up from the lesson. This quick

exercise is to get students blood pumping and students energy increased.

Students have a tendency to lose focus of instruction when in the same

spot for too long. This quick break will get students attention span a little

long for teacher to finish the instruction.

SUBJECT: Mathematics

Activities/Strategies/Materials/Resources

Timeline

Unit Objective

Number(s)

worksheet. These multiplication problems will include two digit by two

digit multiplication problems. Students are to come in and record these

multiplication problems in their composition notebook. Students are to

work through each of the problems to find the product of each one.

Teacher will give students allotted to work on pre-assessment. While

students are working, teacher will walk around and monitor students

work. Teacher will pay close attention to the methods students use to

solve the equation. Once allotted time has been completed, teacher and

student will go problems in depth with students. Teacher will make sure

to read the problem aloud to students and ask students what they did to

find the product and explain how they got their answer. Teacher and

students will work together to work through the given problem. Teacher

will check for understanding by a raise of thumbs and answers students

provide. Teacher will make sure every student understands what process

to take to get to the correct answer.

For the direct instruction for this unit the teacher will give students

various two digit by two digit division problems that require the student

to find the product. Each problem will be displayed one at a time to

students. The teacher will read aloud each equation to the students

before they are to begin working on the problem. Students are to work

through the using the correct operation in their composition notebooks.

Students must show their work and be able to explain what process they

used to get their answer. While students are working the specific

equation out, teacher will walk around and guide students who may

seem to be confused about what process to follow to get the correct

quotient. Teacher will know that all students have completed the

problem when students have written their answer on the mini

whiteboard that was given. Teacher will ask students to hold their answer

in the air on the whiteboard, so that the teacher can check answers.

Teacher will work the first word problem out with the students. The

various problems that follow, teacher will allow students to come to the

Smart Board and explain and show the work they did to complete the

given problems.

For the guided practice teacher will provide each student with a mini

whiteboard and a dry erase marker. Teacher will give students various

one digit by two digit division problems that require the student to find

the product. Each problem will be displayed one at a time to students.

The teacher will read aloud each equation to the students before they are

to begin working on the problem. Students are to work through the word

problem using the correct operation in their composition notebooks.

Students must show their work and be able to explain what process they

used to get their answer. While students are working the specific

problem out, teacher will walk around and guide students who may seem

to be confused about what process to follow to get the correct product.

Teacher will know that all students have completed the problem when

students have wrote their answer on the mini whiteboard that was given.

Teacher will ask students to hold their answer in the air on the

whiteboard, so that the teacher can check answers. Teacher will work the

first word problem out with the students. The various problems that

follow, teacher will allow students to come to the Smart Board and

explain and show the work they did to complete the given problems.

Once teacher sees that all students understand how to get to the correct

product students will move onto the independent activity.

For the independent activity students will be given fifteen to twenty

minutes to complete a worksheet of multiplication problems that they are

to do independently. These word problems ask students to find the

product. Students will be allowed to work on the mini whiteboards and/or

their composition notebooks to complete the given word problems.

Teacher will walk around the classroom and monitor the classroom to

check for understanding. One-on-one assistance will be provided during

this time. Students are to make sure they are showing all of their work to

make sure they are able to explain how they came to the answer they have

written down. Once allotted time is time for students, teacher will call

students to go the Smart board to show how they came up the answer they

have written. Teacher will correct any misconceptions students may have

by demonstrating the process on the Smart board. Teacher will check for

understanding by a show of thumbs.

For the closure the teacher and students will review the lesson for the day.

Students will be given an exit slip that will correspond to the math lesson

taught that day. Students are to show the teacher their exit slip and have it

checked off before students are allowed to get on Ten Marks and/or

dismissing from classroom.

complete an assignment where they are to illustrate on anchor chart paper

what they learned during the class session about multi-digit whole

numbers.

Integration of Health:

mathematics to do various exercises involving jumping jacks, stretching of

the arms and legs, rotations and moving about the classroom.

Smart board to complete given examples.

SUBJECT: Science

Activities/Strategies/Materials/Resources

Anticipatory Set- To get students interested in the lesson, the teacher will

tell students that they are going will complete an activity titled,

Illustration Time. The teacher will tell students to think about a time

they looked up at the night sky and noticed the moon shining brightly.

Students are to think about how the moon appeared that night they looked

to the sky. The teacher will give the students a couple of minutes to think

about when they looked at the sky. Once allotted time is up, student will

be asked to illustrate what they have seen on paper that will provided to

them by the teacher. Students will be given time to illustrate their

drawings. Once everyone has finished the assignment, students will be

allowed to share their illustrations with their peers and the teacher.

Timeline

Unit Objective

Number(s)

Direct Instruction-

PowerPoint Presentation titled, Understanding the Moons Phases.

Students will take notes from the PowerPoint into their Science notebook.

The teacher will give background information to students on how and why

the Moon goes through these different phases. Teacher will be sure to

monitor students as they take notes to ensure that all notes are being

copied correctly into their notebooks. Once the teacher and students have

come to the section in the PowerPoint where the teacher explains and

shows the different phases, students will first copy the notes into their

workbook and then have the opportunity to work with the Oreos the

teacher has provided. Each slide will have a picture of each Moon phase

and how the Moon is formed in the picture Students are to use the Oreo to

recreate the picture shown on the PowerPoint. The teacher will show the

students a finished example of what their Oreo plates will look like once it

is completed as well as explain in great detail why they will be doing this

activity instead of the actual page by page note taking. Each student will

get a paper plate, eight Oreos (to represent the eight phases of the Moon),

a napkin and a knife. Students will be using the Oreos to represent the sky

and the Moon. The chocolate part of the Oreo will be the sky and the icing

will represent the Moon. The student will use the plastic knife to scrap the

unwanted icing to recreate the picture that will showing on the

PowerPoint. The teacher will demonstrate exactly what is to be done

before students are to work with the plastic knives. The teacher will show

students how to scrap away the icing to form the Moon and where they

should place their unwanted icing without making a mess in the classroom.

Before students are to place their Oreo on the plate, the teacher will come

around and make sure all students have done exactly as she has stated.

Once the teacher has seen all students are correct, the students will place

their Oreo on the plate. Under the Oreo, students will use their Sharpie to

write the specific phase the Moon is in. The teacher will demonstrate

exactly how it should be written before students begin to write. During this

time, the teacher will be walking around to make sure that each student is

correctly completing the activity. This process will continue until each

students plate has the all phases of the Moon. Teacher will sure to ask

guided questions as well as answer any questions students may have while

working on the activity.

titled, Understanding the Moons Phases. Teacher will tell students to

retrieve their Science notebooks because they will be taking notes. Once

all students have all their notebooks out, the teacher will begin the

PowerPoint on each of the Moons phases. Teacher will give background

information to students on how and why the Moon goes through these

different phases. Teacher will be sure to monitor students as they take

notes to ensure that all notes are being copied correctly into their

notebooks. Once the teacher and students have come to the section in the

PowerPoint where the teacher explains and shows the different phases,

students will first copy the notes into their workbook and then have the

opportunity to work with the Oreos the teacher has provided. Each slide

will have a picture of each Moon phase and how the Moon is formed in

the picture Students are to use the Oreo to recreate the picture shown on

the PowerPoint. The teacher will show the students a finished example of

what their Oreo plates will look like once it is completed. This will give

the students a visual image of what they can expect to create during this

lesson. Each student will get a paper plate, eight Oreos (to represent the

eight phases of the Moon), a napkin and a knife. Students will be using the

Oreos to represent the sky and the Moon. The chocolate part of the Oreo

will be the sky and the icing will represent the Moon. The student will use

the plastic knife to scrap the unwanted icing to recreate the picture that

will showing on the PowerPoint. The teacher will demonstrate exactly

what is to be done before students are to work with the plastic knives.

Before students are to place their Oreo on the plate, the teacher will come

around and make sure all students have done exactly as she has stated.

Once the teacher has seen all students are correct, the students will place

their Oreo on the plate. Under the Oreo, students will use their Sharpie to

write the specific phase the Moon is in. The teacher will demonstrate

exactly how it should be written before students begin to write. During this

time, the teacher will be walking around to make sure that each student is

correctly completing the activity. This process will continue until each

students plate has the all phases of the Moon.

Independent Practice-

worksheet titled, Name That Phase! Students will spread out around the

classroom away from their Oreo Plates and their science notebook. The

teacher will pass out the Name That Phase worksheet to each student.

The worksheet will have eight different pictures of the each of the Moons

phases. Underneath each of the pictures will be a line that students will be

asked to write the name of each phase on. Located on the bottom on the

worksheet will be a word box containing the name of each phase. Students

will be allowed to use this word box to assist them in completing the

worksheet. Students will be given ten to fifteen minutes to complete the

assignment. During this time, the teacher will monitor what students are

writing down to ensure each student is on the right track. Teacher will

provide one-on-one assistance if needed during the independent worksheet

as well. Once allotted time is, students will be able to come back to their

desk and check their answers using their Oreo Plates and science

notebooks. The teacher will go through the worksheet with the students in

depth to ensure understanding. The teacher will fill in any missing

information that students may be confused about or have not written down.

Closure- Teacher

their Science notebooks and all other notes they may have open. Teacher

will go through a quick review with students about what they have learned

that day about the phases of the Moon. Students are to answer review

questions in their own words. Teacher will ask students questions such as:

1. Why does the Moon change its appearance over time?

2. How many phases of the Moon are there?

Teacher will fill in any missing information that students may miss during

closure review. Once review has been completed, students will complete

an exit slip for that specific day and lesson. Students are to write at least

three complete sentences on either what they learned today in social

studies or what they found interesting during the social studies lesson.

Once finished, students are to raise their hand and wait for teacher to come

and check their exit slip before dismissing.

activity (homework). Students will keep a journal of what the moon looks

like each night for a month. Students will also illustrate a time they have

looked at the sky and seen the moon during the anticipatory set.

Integration of Health- Teacher and students will participate in a brief discussion

about the Oreos that will be used during the lesson. Teacher will ask students if they

believe the Oreos are a Go Food or a Whoa Food. Teacher will students an

opportunity to answer. Teacher will also ask all students if they think Oreos would be

a healthy food to take to on a rocket to the Moon. Each student will have an

opportunity to answer the question and give their reasoning to why or why not Oreos

would be a healthy food to take to the Moon.

notes and sitting for a period of time, teacher will give students a quick

exercise break during the middle of the lesson. This will include students

stretching their arms and legs for ten seconds, jogging in place for ten

seconds as well, the last ten seconds of the break, students will be able to

walk around and the classroom to wake up from the lesson. This quick

exercise is to get students blood pumping and students energy increased.

Students have a tendency to lose focus of instruction when in the same

spot for too long. This quick break will get students attention span a little

long for teacher to finish the instruction.

Activities/Strategies/Materials/Resources

Timeline

Unit Objective

Number(s)

The anticipatory teacher will present students with four animated pictures

on a PowerPoint slide. The slide will be titled, What if there were no

One by one, pictures of a hamburger, cup with coffee in it, a bag of sugar

and a piece of bacon will appear on the screen. All students will participate

in a classroom discussion about what how they would feel if the world did

not have these particular foods. Students will take turns sharing their

answer to this question. Teacher will then tell students that because of the

Columbian Exchange, we are now able to enjoy these items that they see.

The Columbian Exchange with a primary focus on the people of the New

World and the Old World. Teacher will show students various pictures of

how the people of the New World and the Old World dressed, lived and

what the Europeans and Natives believed in. Teacher and students will

look at these various pictures, side by side, and compare and contrast the

Native Americans (who lived in the New World) and the Europeans (who

lived in the Old World). While this activity is going on, students will

complete a Venn Diagram worksheet that has been given to them by the

teacher. Teacher will model how to write and what to write in the Venn

Diagram on a projected copy of the Venn Diagram worksheet. (This will

be projected on the Smart Board). One side of the Venn Diagram will be

labeled: The New World and the other side will be labeled: The Old

World. Teacher and students will first look at the projected picture, think

about the differences and similarities seen in the photographs, then go to

the Venn Diagram worksheet and write/ record all students responses

under the correct section. Teacher will fill in any missing information to

the projected Venn Diagram worksheet for students to transfer onto their

papers. Students are able to complete their worksheet with the help of the

teacher modeling what is to be written down on the Smart board. Teacher

and students will continue this process until all of the pictures have been

viewed and all information have been written down. Teacher will circulate

the classroom to make sure each student is writing down the correction

information.

For the guided practice section of this unit students will complete a Venn

Diagram guided practice activity. This activity will be done with the help

of the teacher. Students will look at several pictures of the people who

lived in the New World and the Old World during the 1400s. Students are

to pay close attention to the way the people of the two worlds (different

continents) dressed, live and what they believed in (religion). Teacher will

tell students to take a few moments to look at the various pictures (pictures

will be side by side) and look for similarities and differences. Once time is

up, teacher will call on students to discuss what they see in the pictures

with the class and the teacher. Teacher will have a projected Venn

Diagram worksheet on the Smart board for students to follow along and

see exactly what they are to be writing down on their own worksheet.

Students will complete this activity until all photographs have been shown

and Venn Diagram is complete. Once activity has been completed,

students will have a moment to reflect on what they have written down.

This will help them better understand the differences and similarities both

the New World and the Old World had. Teacher will have a classroom

discussion about all that was written once students have had a chance to

reflect.

Students will complete an independent practice activity that focuses on the

New World and the Old World. This activity is called the Think About

them two questions. These two questions are: 1. How different do you

think life was in the New World before Christopher Columbus discovered

it? Discuss different ways. 2. How different do you think life was in the

Old World before Christopher Columbus took his voyage? Discuss

different ways. Students will be given about 10 minutes to write what they

believe the answer is on the notecard that was given to them. Students are

to make sure they write in complete sentences as well. Once allotted time

is up, teacher will ask each student to go to the front of the classroom and

share their answers with their peers.

Teacher will conclude the lesson by asking students to put away their

Social Studies notebooks and all other notes they may have in the open.

Teacher will go through a quick review with students about what they

have learned that day about the Columbian Exchange. Students are to

answer review questions in their own words. Teacher will ask students

questions such as:

1. What is the Columbian Exchange?

2. What continents were involved in the Columbian Exchange?

3. What does the word exchange mean?

4. Who is the explorer that the Columbian Exchanged is named

after?

5. What are some differences we have seen today between the

Native Americans and the Europeans?

Teacher will fill in any missing information that students may miss during

closure review. Once review has been completed, students will complete

an exit slip for that specific day and lesson. Students are to write at least

three complete sentences on either what they learned today in social

studies or what they found interesting during the social studies lesson.

Once finished, students are to raise their hand and wait for teacher to come

and check their exit slip before dismissing.

activity (homework). They are to draw what they have written on the lines

above to give a visual aspect of their writing. They are allowed to be as

creative as possible during this assignment. Students will have the

opportunity to share their writing and illustration with the rest of their

peers the following day.

create a T chart with one side being labeled Old World and the other New

World. Students will see variety of foods on the PowerPoint slide one by

one. Students are to use the T chart to predict where the food originated,

either the Old World or the New World. While students are looking at

each food item, teacher will ask students if they believe that item is a

Whoa Food (Food that should be consumed less; high in sugar and fat)

or a Go Food (Healthy items; low in sugar and provides energy).

Students and teacher will do this for each item presented on PowerPoint.

notes and sitting for a period of time, teacher will give students a quick

exercise break during the middle of the lesson. This will include students

stretching their arms and legs for ten seconds, jogging in place for ten

seconds as well, the last ten seconds of the break, students will be able to

walk around and the classroom to wake up from the lesson. This quick

exercise is to get students blood pumping and students energy increased.

Students have a tendency to lose focus of instruction when in the same

spot for too long. This quick break will get students attention span a little

long for teacher to finish the instruction.

Reflect on the instructional plans for the units: How does this instructional plan (1) establish a balance between grade-level

academic standards and expectations and the needs, abilities and developmental levels of individual students? (2) Discuss

the strategies used to teach students on varying levels. (3) Discuss how you designed your instructional plan using students

characteristics, needs and learning contexts.

I established a balance grade- level academic standards and expectations and met the needs, abilities and developmental levels of my

students individual needs by differentiating all instruction. This was done by centers and grouping. Those that were progressing

throughout the lesson was given more advanced work. Those who were progressing at an average rate was given guided activity and

work. The students that were struggling or not understanding the unit or content was given one-on-one teacher assistance. I used a

variety of strategies during the unit instruction. The students participated in cooperative learning groups where they were able to work

together and possibly understand the unit from one of their peers. I would lecture students before their guided or independent practice

to ensure understanding. The integration of technology was used a great deal while teaching. This includes PowerPoint, Smart board

activities, Edmodo, Ten Marks, and Success Maker. The students would also participate in classroom discussion. This would help

students see different point of views from their peers. During the unit, I would model what the students need to do and/or provide

examples for students to solve to ensure understanding of unit. The class also participated in a question and answer portion of the

lesson. Students were able to ask any question they needed to help them better understand the material. I designed all my instructional

plans keeping in mind their strengths, weaknesses, learning level, interests and social economic status. Also I provided an equal

learning environment for every student to succeed as well as accommodating all the students needs within the classroom.

Type of Assessment

(Check one for each assessment)

Teacher-Made

Commercially

(A copy of each teacher

Available

attached to this plan.)

1.

Mastering Multiplication

(Science)

Reflect on the unit assessments: (1) How did you determine that your unit assessments are valid and reliable for all

students? (2) How did you use your prior understanding of students skills to plan your instruction?

I determined that my unit assessments were valid and reliable for all my students by first reviewing the commercially available

tests. Before I began instruction, I would look over these tests to make sure that I was going to teach according to the test and not give

my students information that they did not need. I wanted to make sure that my lesson was correlating with the test that would be given.

While I was constructing the teacher-made assessment, I made sure I was teaching to the Common Core Standards and apply rigor to

both the instruction and the given assessment. I used my students prior understanding to help plan my instruction by first giving all

students a pre-assessment before each unit. Once I gathered the data from the pre-assessment, I focused my attention on planning

instruction for the unit. For the students who seem to have great knowledge in the unit, I moved them up to a more advanced pacing

and independent work of the unit. For the students who seem to understand but may still need assistance, I provided teacher assisted

examples and equations to help them progress. Those students I see struggling with the unit, I knew to place them in small group or

work one-on-one with them until they were able to work on guided problems and independent work with the their fellow classmates.

Section V B: Assessments (1) Describe and attach the assessments for each unit objective. (2) Include descriptions

of any necessary accommodations. For each assessment, (3) include the evaluation criteria (i.e., describe and/or attach each

appropriate scoring rubric, observation checklists, rating scales, item weights and the like). (4) Attachments must be clearly

labeled to indicate their relationship to the elements in the table below.

Assessments

Unit Objective 1: Pre-Assessment(s)

: Post-Assessment(s)

: Other Assessment(s)

: Post-Assessment(s)

: Other Assessment(s)

: Post-Assessment(s)

: Other Assessment(s)

Accommodations

Resource students will hear their

instructions orally. Teacher will

orally give an outline of the

lesson. Resource students will be

allowed to take more time on the

assessment and if needed take

their test in a different setting to

ensure completion.

Resource students will hear their

instructions orally. Teacher will

orally give an outline of the

lesson. Resource students will be

allowed to take more time on the

assessment and if needed take

their test in a different setting to

ensure completion.

Evaluation Criteria

ABCDF-

93-100

92-85

84-77

76-70

69 and below

ABCDF-

93-100

92-85

84-77

76-70

69 and below

N/A

N/A

instructions orally. Teacher will

orally give an outline of the

lesson. Resource students will be

allowed to take more time on the

assessment and if needed take

their test in a different setting to

ensure completion.

Resource students will hear their

instructions orally. Teacher will

orally give an outline of the

lesson. Resource students will be

allowed to take more time on the

assessment and if needed take

their test in a different setting to

ensure completion.

ABCDF-

93-100

92-85

84-77

76-70

69 and below

ABCDF-

93-100

92-85

84-77

76-70

69 and below

N/A

N/A

instructions orally. Teacher will

orally give an outline of the

lesson. Resource students will be

allowed to take more time on the

assessment and if needed take

their test in a different setting to

ensure completion.

ABCDF-

93-100

92-85

84-77

76-70

69 and below

: Post-Assessment(s)

: Other Assessment(s)

instructions orally. Teacher will

orally give an outline of the

lesson. Resource students will be

allowed to take more time on the

assessment and if needed take

their test in a different setting to

ensure completion.

ABCDF-

93-100

92-85

84-77

76-70

69 and below

N/A

N/A

instructions orally. Teacher will

orally give an outline of the

lesson. Resource students will be

allowed to take more time on the

assessment and if needed take

their test in a different setting to

ensure completion.

Resource students will hear their

instructions orally. Teacher will

orally give an outline of the

lesson. Resource students will be

allowed to take more time on the

assessment and if needed take

their test in a different setting to

ensure completion.

ABCDF-

93-100

92-85

84-77

76-70

69 and below

ABCDF-

93-100

92-85

84-77

76-70

69 and below

N/A

N/A

Objective 1 Assessment

Main Idea- Verbal Assessment

This was the verbal assessment that was given to the students to answer during a review game. I have provided the

question and correct answer.

1. What is Main Idea?

a. What the passage is all about.

2. What are the two types of main ideas we have discussed?

a. Explicit and Implicit

3. True or False: Explicit main ideas are not directly stated in the text.

a. False; explicit main ideas are directly stated in the text.

4. True or False: Implicit main ideas are implied.

a. True

5. How can you make an inference?

a. You use what you already know.

6. What are text features?

a. Text features helps the reader make sense of what he or she is reading.

7. Name one type of text feature. (This question was asked a total of four times)

a. Titles, Charts, Graphs, Illustrations, Bold print, Subheadings, Captions

8. This specific text feature defines words contained in text.

a. Glossary

9. This specific print feature identifies topics in the book and the order they are presented in.

a. Table of Contents

10. This specific print feature is an alphabetical list in the back of the book and tells you the page number.

a. Index

11. Name one type of Illustration. (This question was asked three times)

a. Photograph, Drawings, Magnification

12. Fill in the blank: __________ aids help readers find important information.

a. Organizational

13. Fill in the blank: __________ aids represent information in some specific way.

a. Graphic

Objective 2 Assessment

Name: ________________________________________

Date: _________________________________________

Directions: Complete the following multiplication problems below. Make sure you show your work. Good

Luck!

1. 20

3

5. 200

9

2. 1,937

2

6. 8,447

8

9. 2,790

3

3. 419

10

7. 9,545

4

4. 17

25

8. 36

58

10. 3,103

2

Part B: Solve the word problems below. Make sure you show your work!

11. Tammy drove 55 miles in one hour. At that rate, how far can she drive in 36 hours?

12. Rob could run 7 miles in one hour. At that rate, how far could Rob run in one day?

13. It takes 4 apples to make 1 pie. How many apples does it take to make 504 pies?

BONUS: At the zoo, I see 35 elephants and 48 tigers. How many legs do I see?

Objective 3 Assessment

Name: ______________________________________

1. Is the Moon bigger or smaller than the Earth?

Bigger

A.

Smaller

B.

Both the Same

C.

2. When the Earth is between the Moon and the Sun, it is most likely a:

Full Moon

A.

Half Moon

B.

3rd Quarter Moon

C.

3. The Moon gets its light from the _____________________________.

4. About how long does it take the Moon to complete its cycle?

1 year

A.

1 week

B.

1 month

C.

5. Why does the Moon have different phases?

It moves around the Earth

A.

It moves around the Sun

B.

It follows the Sun around the Earth

C.

6. Choose the correct order of the Moon Phases.

New, Full, 1st Quarter, 3rd Quarter

A.

New, 1st Quarter, Full, 3rd Quarter

B.

1st, Quarter, 3rd Quarter, New, Full

C.

7. During the New Moon phase, we can see light shining on the Moon.

True

A.

False

B.

8. When the Moon is between the Earth and the Sun, it is most likely what phase?

New

A.

Full

B.

3rd Quarter

C.

9. During the New Moon phase, the Moon leaves the sky for a while.

True

A.

False

B.

10. Who was Virgil "Gus" Grissom?

An famous basketball player

A.

A scientist who discovered Moon phases

B.

An Astronaut from Mitchell, Indiana

C.

11. People from Earth have journeyed to the Moon and explored its surface.

True

A.

B.

False

Date: ___________________

Objective 4 Assessment

Name: ________________________________

Date: _________________________________

Part A: Match each explorer with the country they claimed land for. Write your answer on the line below. Some

countries will be used more than once. Good Luck!

___1. Christopher Columbus

A. France

B. Netherlands

C. Spain

D. England

___6. Robert LaSelle

___7. Hernando De Soto

Part B: Read each question below carefully. Circle the correct letter that responds to the question.

8. In what year did Christopher Columbus take a voyage to the New World?

A. 1454

B. 1562

C. 1492

D. 1600

A. The Columbian Exchange

A. Europe and South America

11. Which disease was not exchanged between the Europeans and the Native Americans?

A. Measles

B. Smallpox

C. influenza

D. Diabetes

D. Neither

Part C: Imagine you are Christopher Columbus. What goods, resources, and ideas would you be most excited about

to take back with you? On the lines below, you are to write a paragraph (4-6 sentences) answering the question

above. Remember to write in COMPLETE sentences.

_______________________________________________________________________________________________

_______________________________________________________________________________________________

_______________________________________________________________________________________________

_______________________________________________________________________________________________

_______________________________________________________________________________________________

_______________________________________________________________________________________________

_______________________________________________________________________________________________

_______________________________________________________________________________________________

_______________________________________________________________________________________________

_______________________________________________________________________________________________

_______________________________________________________________________________________________

_______________________________________________________________________________________________

_______________________________________________________________________________________________

_________________________________________________________________________________

Section V C: After administering the pre-assessment(s), (1) analyze student performance relative to the unit objectives. (2)

Attach one or more clearly labeled tables, graphs, or charts that depict the results of the pre-assessment(s) in a format that

allows you to find patterns of student performance relative to each objective. (3) Summarize the results of the preassessment(s) and describe the implications of these results on instruction.

Pre-assessment Results for Objective 2

Objective 2 Pre-assessment

Results

Student

Gender of Student

Student 1

90 percent - Passed

Female

Student 2

Female

Student 3

80 percent- Passed

Male

Student 4

90 percent- Passed

Female

Student 5

Male

Student 6

Female

Student 7

80 percent- Passed

Female

100

90

80

70

60

50

40

30

20

10

0

Series1

Student

Gender of Student

Student 3

80 percent- Passed

Male

Student 5

Male

90

80

70

60

50

Series1

40

30

20

10

0

Student 3

Student 5

This pre-assessment was given for the teacher to see each students prior knowledge in working with multiplication. The preassessment consisted of ten two digits by two digits multiplication problems. Students were asked to show their work as they solved for

the product. Look at the results collected from the assessment, four students out of seven students passed while three of those seven

students did not meet an 80 percent or higher. With this information, I know that Student 1 and Student 4 were able to move to more

advanced and independent work because they had the objective mastered. Student 3 and Student 7 would be able to move to more

advanced and independent classwork after I worked with them. I would provide a few guided practice problems for these students to

see where they do not quite understand the steps needed to solve for the product. Once those students have showed progression with

the guided problems, they will move on to independent work. I will monitor their work while they complete the independent activity and

check for progression throughout the lesson. The students who did not pass their pre-assessment, I will provide small group assistance

as well as one-on-one assistance. We will move at a slower pace making sure to use variety of models, visual examples and guided

practice problems as a way to ensure student understanding. Once progress has been shown, students will slowly move from guided

practice problems to independent practice. Teacher will still continue monitor all students progress throughout the unit.

Once you have completed the unit, analyze all of your assessments and determine your students progress relative to the unit

objectives. (1) Did the information increase your understanding of individual students performance? (2) Attach clearly

labeled tables, graphs or charts that depict student performance (strengths and weaknesses) for the entire class, for one

selected subgroup and for at least two individual students. For each visual representation, (3) provide a descriptive narrative

that summarizes your analysis of student progress and achievement. (4) Finally, explain the ways in which you have

assigned student grades (or other indicators of student performance), and what were the overall results? (5) Based on the

overall results, did the students gain from this unit all that you expected? Why or why not? (6) Include a description of the

ways in which these results have been recorded as well as how and to whom they have been reported.

The information I found did increase my personal understanding of individual students performance. I found that each student

has their own way of learning and all learning in the classroom should be differentiated based on students needs. Based on this, I was

sure to provide examples, manipulatives and models to provide students with visual examples so that they would have a better sense of

numbers. Small group, one-on-one assistance and various guided practice problems were all included before post assessment was

given. After reviewing the post-assessment, I noticed that all students scores increased except Student 3 and Student 7 who scored at

least two to three points lower than they did on their pre-assessment. Students were to score at least an 80% or higher on their postassessment to be considered a passing grade. Even though the majority of students did not pass their post-assessment, there was a

significant increase in the scores. Students were allowed to take a re-test on the same unit to increase their score.

Results

Student

Gender of Student

Student 1

93 percent - Passed

Female

Student 2

Female

Student 3

Male

Student 4

93 percent- Passed

Female

Student 5

Male

Student 6

Female

Student 7

78 percent- Passed

Female

100

80

60

40

Series1

20

0

Results

Student

Gender of Student

Student 3

Male

Student 5

Male

100

80

60

Series1

40

Series2

20

0

Student 3

Student 5

Results

Student

Gender of Student

Student 3

Male

Student 7

Female

Chart Title

78.2

78

77.8

77.6

77.4

77.2

77

76.8

76.6

76.4

Student 3

Student 7

II. Provide evidence to support the impact on student learning in terms of the number of students who achieved and make

progress toward the unit objectives.

Student multiplication table. Students were to complete this table in order to work on their multiplication skills.

Student multiplication and division chart for students who mastered multiplication unit at a quicker pace. These students were gradually

introduced to division

(1) Reflect on and describe the relationship between your students progress and achievement and your teaching

performance.

I believe that my students did a decent job during this unit. To say that the majority of the students did not understand how to

multiply multi-digit equations at the beginning of the lesson, most of the students improved their score. I do see that there was a lot

of students unsuccessful in not passing the unit assessment, however that told me that I needed to spend more time on this unit

before moving on. Students were allowed to retest after a week of reviewing what they missed with teacher one-on-one

conference, guided practice problems, multiplication facts worksheets and card games, model and manipulatives. I took the higher

of the two tests to input into the grade book. Most students scored an average on three to ten points higher on the retest. Students

needed an 80% or higher to pass the test.

(2) If you were to teach this unit again to the same groups of students, (2) what, instructional decisions would you make to

improve your students performance? What specific aspects of the instruction need to be modified?

If I were teach this unit again to students, I would not worry so much about following the pacing guide. I would take into

consideration the pacing of my students. If I see that my students are having trouble with their multiplication skills, instead of rushing an

assessment on them, I would go at a slower pace. Now, I did make sure to differentiate my lesson to meet the needs of my students

throughout the lesson, however I would consider the pace and level that my students are familiar with rather than follow the pacing

guide so much.

(3) What activities were successful? Which were unsuccessful? Give reasons based on theory or research as to why you

believe the activities were successful or unsuccessful.

During instruction there were several activities that help all the students improve and get to the mastery level of this unit. Students

played multiple math games that suggested to me by Ms. Gloster. They would have ten to fifteen minutes to complete assignments that

were placed on this web pages and then have the opportunity to access games once they have completed the assignments. The

guided practice activities also worked well during instruction time. This is where I would place a problem on the board and students

would copy the same problem in their composition notebook. The students and I would work together, step by step, in solving for the

product. Another activity that worked well with students was centers. Usually we see centers being incorporated in English Language

Arts class, however I found that the students was becoming less and less engaged in the work because he or she was having to do the

same thing repeatedly. Incorporating centers into the instruction, students could practice their math facts in one center, get on Success

Maker and/or play an education game in other center, fill out an independent worksheet in another center and I could provide small

group/one-on-one help another center. Students seemed to be much more engaged in doing this than direct teaching the entire class

period. One activity I found that was not so successful during one class period was the timed multiplication practice. Students had to

complete a certain number of multiplication problem in under three minutes. Students felt pressured during this time and began to get

frustrated. Immediately stopped this game and switched back over to allowing students to take their time when working out a math

equation.

EDUC 450

COMPONENT

TARGET (3)

ACCEPTABLE (2)

SCHOOL OF EDUCATION

UNACCEPTABLE/DEVELOPING (1)

DESCRIPTION OF STUDENTS

Description of Students

ACEI 3.1

NAEYC 1a

Contextual Factors

collaborating with

others and sources of

information

ACEI 3.5/NAEYC 5c

Contextual Factors

ACEI 3.5/NAEYC 3b

Contextual Factors

ACEI 5.2/NAEYC 2c

ability, disabilities, ethnicity/race,

socioeconomic status, student interests and

other relevant school factors that could

impact student learning; list 5 or more

factors.

differences, lists at least 4 factors that could

impact student learning

descriptions; displays minimal understanding

of addressing a variety of student needs.

descriptions of the students to select

standards to meet students individual

differences and plan instruction and

assessment

descriptions to select standards to meet

students differences and plan instruction

and assessments

descriptions to plan instruction and

assessments to meet the needs of students

including verbal, nonverbal and media, etc.

collect data

standards and plan assessments

of collaborative relationships with families,

school colleagues and agencies in the

community.

collaborative relationships with families,

school colleagues, and agencies in the

community

relationships with families, school colleagues,

and agencies in the community

Overall Rating

UNIT PLAN

Objectives

ACEI 3.3/NAEYC 5b

Objectives

ACEI 3.2/NAEYC 5c

Objectives

ACEI 3.2/NAEYC 5c

challenging, and are clearly stated and

correlated with the SC State standards

stated and correlated with the SC State

standards

development, prerequisite knowledge,

experiences, diversity, and other student

needs

development, prerequisite knowledge and

experiences, but are limited in diversity

conditions and criteria components

components

through the assessment plan.

through the assessment plan.

through the assessment plan

Objectives do not address the development,

prerequisite knowledge, experiences, and

diversity, or other student needs

Overall Rating

Alignment with

Learning Objectives

SCORE

and Assessment

ACEI 4.0/NAEYC 3b

Alignment with

Learning Objectives

and Assessment

ACEI 4.0/NAEYC 3b

standards, content and cognitive complexity.

standards, content, but have limited

cognitive complexity.

standards, content, or cognitive complexity.

Instructional Plan

NAEYC 5c

is covered in the allotted time

allotted times, but there are some

sequencing issues

that is covered in the allotted time

Instructional Plan

NAEYC 5c

skills and dispositions

and dispositions

skills, and dispositions

Instructional Plan

NAEYC 5c

experiences

experiences

teach students on varying levels, including

activities that require students to think

critically and solve problems.

on varying levels, including activities that

require students to think critically and solve

problems.

accommodate the varying levels of students

or activities that require students to think

critically and solve problems.

standards using students characteristics and

needs for learning contexts.

standards, but fails to use students

characteristics and needs for learning

contexts

standards, but the attempt lacks congruency

and fails to use students characteristics and

needs for learning contexts.

Overall Rating

Overall Rating

Selection of Strategies

for Varying Levels

ACEI 3.3/NAEYC 4b;4c

Design for Instruction

ACEI 1.0/NAEYC 5c

ASSESSMENTS

Knowledge of Students

Skills and Prior

Learning

ACEI 3.1

Multiple Assessment

Modes

ACEI 4.0/NAEYC 3b

Multiple Assessment

Modes/NAEYC 3b

ACEI 4.0/NAEYC 3b

skills and prior learning that affect

instruction.

skills and prior learning that affect

instruction.

and prior learning that affect instruction.

aligned to the objectives

adequate portions of the standards

aligned to the objectives

portions of the standards

Multiple Assessment

Modes

ACEI 4.0/NAEYC 3b

Multiple Assessment

Modes

ACEI 4.0/NAEYC 3b

Multiple Assessment

Modes

ACEI 4.0/NAEYC 3b

type

correct

exhibit minimal errors

written and correct

but exhibit minimal errors

written

Scoring Procedures

Explained(Eval. Crit)

ACEI 4.0/NAEYC 3b

scoring procedures for all of the assessments

procedures for the assessments

any of the assessments.

Analysis of Student

Learning

ACEI 4.0/NAEYC 3b

tables, etc., to profile student learning and

communicate information about student

progress and achievement.

assessment data to explain student learning

and communicate information about student

progress and achievement.

or display student learning and communicate

information about student progress and

achievement.

provided

contains few errors in accuracy

conclusions are drawn

drawn with limited inclusion of data

by data

for all achieved and unachieved learning

goals.

students met or did not meet the learning

goals

students did not meet the learning goals

make instructional decisions.

to make instructional decisions.

student learning to make instructional

Overall Rating

Validity of Assessments

ACEI 4.0/NAEYC 3b

Validity of Assessments

ACEI 4.0/NAEYC 3b

Validity of Assessments

ACEI 4.0/NAEYC 3b

Overall Rating

Interpretation of Data

and Student Learning

ACEI 4.0/NAEYC 3b

Interpretation of Data

and Student Learning

ACEI 4.0/NAEYC 3b

Interpretation of Data

and Student Learning

ACEI 4.0/NAEYC 3b

Overall Rating

Instructional Decisionmaking

ACEI 4.0/NAEYC 3c

Effective Instruction

and Assessment

ACEI 4.0/NAEYC 3c

Effective Instruction

and Assessment

ACEI 4.0/NAEYC 3c

decisions.

Identifies successful and unsuccessful

activities and assessments

activities , but not assessments or vice versa

activities or assessments

or research) for both the success and lack

thereof

activities and assessments were either

successful or not successful

success or nonsuccess of activities or

assessments

on student learning in terms of the number of

students who achieved and made progress

toward the unit objectives

student learning in terms of numbers of

students who achieved and made progress

toward the unit objectives

impact on student learning in terms of

numbers of students who achieved and made

progress toward unit objectives

in conventions or grammar usage.

errors in conventions or grammar usage.

and student learning in order to improve

teaching practice.

ways to improve teaching practice.

Overall Rating

Impact on Student

Learning

ACEI 4.0/NAEYC 3b

Presentation/NAEYC 6b conventions or grammar usage.

Reflection/Self

Evaluation

ACEI 5.1/NAEYC 4d

instruction and student learning in order to

improve teaching practice.

TOTAL

Unacceptable/Developing (1)

Candidate demonstrates a limited amount of the

attributes of the standard. Performance indicates that

few competencies have been demonstrated.

Acceptable/Meets (2)

Candidate demonstrates most of the attributes of the

standard. Performance indicates that the competency

has been demonstrated including examples, extension,

or enrichment.

POINTS

Target/Exceeds (3)

Candidate demonstrates all of the attributes of the

standard. Performance clearly indicates that the

competency has been mastered, including examples,

extension, and enrichment.

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