SCHOOL OF EDUCATION CLAFLIN UNIVERSITY

UNIT WORK SAMPLE GUIDELINES MIDDLE LEVEL AND SECONDARY

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.

EDUC 450: PROFESSIONAL CLINICAL PRACTICE

SCHOOL OF EDUCATION CLAFLIN UNIVERSITY
UNIT WORK SAMPLE TEMPLATE MIDDLE LEVEL AND SECONDARY
Section I:
Candidate: Rayvon Rogers Cooperating Teacher: Benton/Milhouse Academic Year: 2015-2016
District: OCSD 5

School: William J Clark

Subject: Mathematics/Social Studies

Grade Level: 8th/7th

Dates of unit: from 10/19/15

to 11/2/15

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.

William J. Clark has 693 students. There are 228 6th graders, 245 7th graders, and 220 8th graders. All
students are entitled to free lunch. The students are 94% black, 4% white, 1% Asian, and 1% Hispanic.
The female students of Mrs. Milhouses 7th grade social studies class is cheerleading, volleyball,
basketball, drawing, reading, and writing. The females enjoy listening to Rap/Hip Hop and R&B music.
The male students of Mrs. Milhouses 7th grade social studies class is basketball, football, NBA 2k, and
watching tv. They enjoy listening to Rap/Hip Hop music.

Section III: Contextual Factors: 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.
Looking back on Section II, I can see that the majority of my students enjoy listening to
Rap/Hip Hop music. I should definitely find a way to incorporate music somewhere in my
lessons. If students enjoy that type of music I could make up catchy tunes that will assist
the students in their learning process. I also see that students enjoy playing/watching
sports. So I should find a way to make my students lesson involve something to do with
sports. Since my female students enjoy drawing, I can have the classes draw illustrations
of what they are learning about in the class.

Section IV: The Unit Plan

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
8th Grade Mathematics
Objective 1: Explore the real number system and its appropriate usage in realworld situations: a. Recognize the difference between rational and irrational numbers;
b. Understand that all real numbers have a decimal expansion; c. Model the hierarchy
of the real number system, including natural, whole, integer, rational, and irrational
numbers.

8.NS.1 a, b, c

Objective 2: Estimate and compare the value of irrational numbers by plotting them
on a number line.

8.NS.S

7th Grade Social Studies

Objective 1: Explain the causes, key events, and outcomes of the French
Revolution, including the storming of the Bastille, the Reign of Terror, and Napoleons
rise to power.

7-3.1

Objective 2: Analyze the effects of the Napoleonic Wars on the development and
spread of nationalism in Europe, including the Congress of Vienna, the revolutionary
movements of 1830 and 1848, and the unification of Germany and Italy.

7-3.2

Section IV B: Instructional Plan

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: Mathematics

Unit Title: The Number System

Length: 1 to 2 weeks

Instructional Plan for the Unit

Activities/Strategies/Materials/Resources
Writing down the list of perfect squares and perfect cubes.
Complete a performance diagram of defining and demonstrating
rational and irrational numbers.
Group real numbers by definition with examples.

Timeline
8.NS.1 a, b, c-Week 1
8.NS.2-Week 2

Be able to group the value of perfect squares and non-perfect

squares into rational and irrational numbers.
Identifying the perfect squares
Identifying the non-perfect squares

8.NS.1 a, b, c-Week 1
8.NS.2-Week 2

Unit Objective
Number(s)
Objective 1 and 2

Objective 1 and 2

Complete 4-steps to change repeating decimals to a rational

number

Carnegie 3 books
paper
pencil/pen
notes journal

8.NS.1 a, b, c-Week 1
8.NS.2-Week 2

Objective 1 and 2

BrainPop
Carnegie 3 books
Growth in Mathematics (Gold book)
Holt book
Lumens

8.NS.1 a, b, c-Week 1
8.NS.2-Week 2

Objective 1 and 2

SUBJECT: Social Studies

Unit Title: Contemporary Cultures: 1600 to the Present

Length: 1 to 2 weeks

Instructional Plan for the Unit

Unit Objective
Number(s)
Objectives 1 and 2

Activities/Strategies/Materials/Resources
Creating foldables such as a four door foldable to display
information
Reciting during checks for understanding of information learned.

Timeline
7-3.1 Week 1
7-3.2 Week 2
7-3.1 Week 1
7-3.2 Week 2

Objectives 1 and 2

Identifying different acronyms for different parts of information

such as the causes of the French Revolution
Identifying key dates and events

Pass Coach
Textbook
Paper
Pencil/pen
Scissors
Coloring Utensils
Notes Journal

7-3.1 Week 1
7-3.2 Week 2

Objectives 1 and 2

SC Standards Reinforcement Guide

7-3.1 Week 1

Objectives 1 and 2

PASS Coach
SC Support Document

Textbook

7-3.2 Week 2

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.

The instructional plan establishes a balance by being able to use more time if needed for those
students that dont understand the material. Students are expected to learn the information
before the two week period ends. A strategy for students that are lower level would be to have
them draw pictures to represent different events throughout the lesson. A strategy for students
that are higher level would be to have them write more detailed information as well as drawing 2
or more pictures to represent the information they learned. I designed my lessons so that all
students learning styles would be addressed, no matter if they are visual, auditory, or
kinesthetic. Students need to hear the lesson will be addressed as the teacher teaches aloud.
Students need to see the lesson will have visual aids from the book, handouts, and
demonstrations. Students need to physically get involved with the lesson will be able to locate
the countries involved and where key events took place in their book.

Section V A: Unit Assessments - List the key unit assessments.

Key Unit Assessments

Type of Assessment
(Check one for each assessment)
Teacher-Made
Commercially
(A copy of each teacher
Available

made assessment must be

attached to this plan.)

Mathematics

Social Studies

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 was able to determine that the assessments are valid by looking closely to the
standards and giving multiple ways of understanding the standards. The standards are
addressing the real number system, rational numbers, irrational numbers, and decimal
expansion. The assessments are directly addressing each component of the standards
with multiple problems. I determined the assessments are reliable by having multiple
problems on each component. Having multiple problems that address each component
will help to see how much the student understands the standards and to see if they will
apply the strategy learned to all problems. I used my prior knowledge by planning my
instruction to reach out to all learners. For learners that are struggling, multiple
examples will be given as well as some individual teaching. For learners that are
proficient, they will be given more difficult problems.

Section V B: Other 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

Accommodations

Evaluation Criteria

Mathematics
Unit Objective 1: Pre-Assessment(s)

Formative
Students will be given extra
time if needed. The teacher
will read directions aloud for
the students if needed.

Assessment(s)

Summative
Assessment(s)

Students will be given extra

time if needed. The teacher
will read directions aloud for
the students if needed.

Students will show what

knowledge, if any, they
already have on decimal
expansion which would
lead into the teaching of the
standard. Students will not
be graded on correctness.
Students
will
show
knowledge
on
the
standards. They will have
multiple chances to show
increased understanding of
the standards. Students are
graded on correctness of
the problem as well as
steps
to
solving
the
problems. Students are
graded on correctness.
Students
will
show
knowledge
on
the
standards. They will have
multiple chances to show
increased understanding of
the standards. Students are
graded on correctness as
well as the steps they took
to
get
their
answers.
Students will have to
recomplete an assessment
that looks similar to the
formative assessment but
does not have the same
numbers in the problems.

Unit Objective 2: Pre-Assessment(s)

Formative
Assessment(s)

Students will be given extra

time if needed. The teacher
will read directions aloud for
the students if needed.

Students
will
show
knowledge
on
the
standards. They will have
multiple chances to show
increased understanding of
the standards. Students are
graded on correctness of
the problem as well as
steps
to
solving
the
problems. Students are

Summative

graded on correctness.

Assessment(s)
Students will be given extra
time if needed. The teacher
will read directions aloud for
the students if needed.

Students
will
show
knowledge
on
the
standards. They will have
multiple chances to show
increased understanding of
the standards. Students are
graded on correctness as
well as the steps they took
to
get
their
answers.
Students will have to
recomplete an assessment
that looks similar to the
formative assessment but
does not have the same
numbers in the problems.

No accommodations.

Students will be graded

based on how many facts
they have on the doors of
the foldable as well as
having
two
colored
illustrations.

Social Studies
Unit Objective 1: Pre-Assessment(s)

: Post-Assessment(s)

: Other Assessment(s)

Unit Objective 2: Pre-Assessment(s)

: Post-Assessment(s)

: Other Assessment(s)

Section V C:

Data Analysis: 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 pre-assessment(s) and describe the
implications of these results on instruction.

Section VI: Analysis of Student Learning)

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.
(3) 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.
(7) 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.

Section VII. Reflection and Self-Assessment

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

(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?
(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.

Section VIII: Sample Work (Attach)

Post-test for Social Studies.