Mini Tws

Running head: Mini-Teacher Work
Mini-Teacher Work Sample

Maren T. Sersansie
Secondary Education Program
Dixie State University
Table of Contents
Unit Plan.Not Included
Contextual Factors Report.....3
Lesson Plan 1: Night by Elie Wiesel.6
Blended Lesson: Finding Credible Sources.12
Assessment Project......17
Reflection ...Not Included
Appendix A: Reference List30
Appendix B: Pre/Post Tests.31
Appendix C: Assessment Examples33
Dixie State University- Department of Education

Teacher Work Sample (TWS) Handbook
Secondary- Fall 2015
1. Demographics: Identify the gender, ethnicity, language proficiency, exceptionalities, and
number of students.
a. Students:
Total: 33
Males: 7
Females: 26
b. Ethnicity: White: 32
Hispanic: --African American:--Asian/Pacific Island: 1
Native American: --Other: --2. Language Proficiency: Identify the number of English Language Learners and languages
in your classroom.
There are no ELL students in the class because it is an Honors class. According to
GreatSchools.com, the percentage of white students is 90% with 5% Hispanic and the other 5%
percent being Asian & Pacific Islander.
3. Exceptionalities: Identify the number and type of exceptionalities in the class.
Number of Students
High Ability Learners (HAL):
12
Special Education (SE):
0
English Language Learners (ELL):
0
Low Readers (LR):
3
4. Social Economic Status (SES):
According to Washington County School District demographics for 2013-2014, there were
approximately 62 percent of students on free or reduced lunches in the district.
5. Academic Knowledge (If available): Describe the academic data results of the students thus
far (grades, attendance, discipline factors, core tests. etc.).
The 10th Grade Honors English classes just finished up Life of Pi and have moved on to the first
section of The Princess Bride. On Tuesday they had their first quiz on their reading. This quiz
showed who did and did not read. She told the students if they did not read and dont know the
answers then to put I did not read on their paper. The results for this class were okay. Most of
the students did well on the quiz, with four students getting an F. Currently the average grade in
the class is 89.3 percent. There are 23 As, 5 Bs, 2 Cs, 2 Ds and 1 F. This class is very
comparable to her other Honors 10 classes.
6. English Language Learners: Describe ways you can incorporate tools of language
development and reading content into planning and instruction for these students.
Example: ELED- SIOP/ WIDA; SCED-reading content.
My Practicum teacher accommodates the 3 low readers by giving them extra time for their
reading and tests. It is difficult for my Practicum teacher because she believes that these students
would be better off in the regular classroom for them to learn but for one reason or another,
either parents or the student, they are in Honors. With that being said, she makes sure to email
their parents when they are struggling with a work as well as offering extra hours before and
after school for these students to come in and talk to her.
7. Multicultural Perspectives: Identify ways you can use culturally responsive curricula
and teaching that meets the needs of all students.
One way to be culturally responsive to your students and what they need is to simply ask them.
Have them write a paper about themselves and the struggles that they have encountered in
school. This shows the teacher not only the ways where there can be improvement in the
teaching of these students but also shows the teacher where the students are at with their level of
writing. Once you learn about your students different backgrounds, it would be beneficial for an
English class to read stories or poetry that reflects the students different cultural perspectives.
8. Prior Knowledge:
Review the prior knowledge needed of students to be successful in learning the content
knowledge for the TWS unit and how you will implement content reading into your unit (Ex.
Common Core Strategies, etc.).
One way to gage prior knowledge of the students is to take a pretest to see where these students
are at in their knowledge. My practicum teacher had the students take a SAGE test at the
beginning of the school year to see where the students abilities were. This was also helpful
because she does teach the Honors classes; it provided her with information regarding who will
be struggling with the class and whether or not the student should be in Honors.
9. Exceptionalities:
Describe student exceptionalities that are identified in the class contextual factors. These
exceptionalities can include; (a) development of physical, social, and emotional needs; (b)
special education; (c) ethnicity; (d) gifted/talented; (e) ability differences, etc. Briefly describe
ways to make modification/ differentiation for planning, instruction, and assessments.
In this particular class, there is a broad range of students. From twelve high ability learners to
three low readers, my practicum teacher said that this can be a challenge, especially in an Honors
class. However, because this class is for the higher ability students, there is not too much
modification that needs to be done to help them. There is more modification that needs to be
done to help the low readers and even some of the regular students in a class like this. A few
ways to help them would be to switch up the instruction style. Some students may learn better
from taking notes while others may learn better from reading and discussions. Another way to
help these students succeed would be to give them ample amount of time when taking tests or
doing projects.
10. Identify sub-groups of students:

Based on your contextual class factors- identify the sub-groups you will need to address in
differentiation/modifications for your instruction, assessments, and analysis of student learning
(e.g., gender, ELL, special education, ethnicity, gifted/talented, ability differences, or other
contextual factors listed above, etc.) Subgroup data will be compared to each subgroup and the
whole class.
I will divide the class into two sub-groups: the high ability learners and the rest of the class.
Because there is such a huge group of HAL students in the classroom, the separation between the
two groups is roughly 50 percent. To see how these students are doing, I will have a pretest at the
beginning of the class to gage who read the novel and who understood it. At the end of the unit, I
will then test the students knowledge of what we learned with an informal assessment
(PowerPoint presentation, play, etc.) and a formal assessment. This helps all types of students
and allows them to excel in whatever form of assessment that they are good at.
Maren Sersansie
6
Lesson Plan Night (Unit: Historical Fiction)
Post Activity - Night by Elie Wiesel

Level: 10th Grade Honors
Subject Content: English
Estimated Time: 80 minutes
Lesson Description: This lesson is a conclusion to the book Night by Elie Wiesel. At the
beginning of class, there will be a quiz to grade whether or not the students read the book. Along
with this quiz, there will be a few open-ended questions asking the students about the big ideas
and themes of the book. These questions will not be graded but rather points for participation.
After this quiz, there will be a discussion about the book and the big ideas/themes that the
students found. After the discussion, the students will break up into groups to study different
pieces of poetry directly related to the Holocaust. After analyzing the poems, the students will
come back to class and discuss what they think the poetry is trying to say and how it relates to
Night. At the end of class, watch the 3 minute interview with Elie Wiesel by Oprah and then have
the students answer some open-ended questions about their feelings towards the book, Elie
Wiesel and what they learned.
Contextual Factors
Contextual Factors: In the first period of the day, there are a total of 33 students: 26 girls and 7
boys. 12 of these students are high ability learners while 3 of them are considered low-level
readers. These low-level readers in the class would be average readers if they were in a normal
classroom.
Classroom Environment: The classroom is one of the smaller classrooms in the building. There
is a white board up front with a table and chair front and center facing the students desks. The
students are in rows across the entire room. There is no room for the teacher to walk between the
desks. The only place for the teacher to teach from is the front of the class and along the side by
the teachers desk. There is also an overhead projector that can be utilized.
Stage 1: Desired Results
Utah Core Standards
Reading: Literature Standard 2: Determine a
theme or central idea of a text and analyze in detail
its development over the course of the text,
including how it emerges and is shaped and
refined by specific details; provide an objective
summary of the text.
Enduring Understanding & Essential

Questions
Enduring Understanding:
The central idea of the text tells the
readers what the text is about. The
themes usually relate and support the
main idea.
Essential Questions:
What is the main idea of the text?
What are some themes in the text?
Reading: Literature Standard 6:

Analyze a particular point of view or cultural
experience reflected in a work of literature from
outside the United States, drawing on a wide
reading of world literature.
Certain points of view and cultural
experiences are reflected in a text.
Holocaust books have their own points of
view depending on who is writing the
book.
What is unique about this books point of
view?
Writing Standard 9: Draw evidence from literary

or informational texts to support analysis,
reflection, and research.
Being able to use evidences from the text
to support your ideas is crucial in
providing a clear understanding of the
text.
What evidences from the text support
your ideas?
Speaking and Listening Standard 1:

Initiate and participate effectively in a range of
collaborative discussions (one-on-one, in groups,
and teacher-led) with diverse partners on grades 9
10 topics, texts, and issues, building on others
ideas and expressing their own clearly and
persuasively.
Being able to work in groups, couplings
and individually is beneficial when
discussing different texts. This allows for
different ideas to come together and be
shared among peers.
As a (group, couple, individual), what
did you(all) think of the book?
What were your ideas?
Stage 2: Assessment Evidence

Lesson Objectives
Upon completion of this
lesson, the successful
students will be able to:
Assessments
(Formative/Summative)
Modifications
Accommodations
(ELL, IEP, HAL, etc.)
Content Objectives
Summative Assessment: The
1.
Students will be able to quiz at the beginning of class
identify the big idea and
will indicate who read and who
major themes in the book
did not.
Night by Elie Wiesel.
Formative Assessment:
Low-Level Readers:
Give them ample amount
of time to take the quiz.
After the quiz, as a class we will

go over the big ideas and major
themes of the book.
2. Students will be able to
identify the big ideas and
major themes in their
individual poems. The
students will also be able
to analyze the poem
thoroughly and connect the
ideas to Night.
The students will be asked in
class to explain what they found
in their poems that they read in
their groups and individually.
Language Objectives
1.
Students will be able to

comprehend the ideas
presented to them in class
and articulate what they
learned from the book and
how it made them feel.
Summative Assessment:
At the end of class, the students
will write their thoughts about
the novel down in a journal-type
entry, as well as answer
questions related to the book.
Low-Level Readers: If
the student does not have
enough time to write their
thoughts down, let them
take it home and turn it in
the next class period.
2. The students will

participate in a discussion
about Night in order to
comprehend the text
The students will discuss their
ideas together and with the class.
3. The students will be able

to identify the vocabulary:
Holocaust, etc.
At the beginning and end of
class, the same questions,
including vocab will be given
out to students. This will show
whether they learned any new
vocabulary terms.
HAL:
The students will be able
to show what they
previously know about
the Holocaust as well as
textual evidence that
supports their claims.
Stage 3: Learning Plan
Low-Level Readers:
As a class, we will go
over these certain vocab
words that some of the
students may not know.
Active Learning Plan Includes:
1.
Summative Assessment
The students will be given a short
quiz on the book to make sure they
read and to assess the level of
understanding.
2. Guided Instruction
As a class, we will have a
discussion about the Holocaust and
the book Night. The students will
come up with the Big Idea and
themes on their own. I will also
help guide them to these
conclusions.
3. Independent
After a discussion, the students will
all receive a packet with Holocaust
poetry in it. The students will read
each poem and then be given a
number corresponding to a poem.
They will need to study that
particular poem and understand it
fully.
4. Collaborative/Cooperative
(You do it together)
After studying a particular poem,
the students will merge into their
groups corresponding with their
assigned numbers and discuss that
particular poem.
5. Guided Instruction &
Formative Assessment
Coming back together as a class,
each group will discuss their certain
poems and present the main ideas
and themes that they found. They
will also need to make a connection
to Night.
Time
8:158:25
Materials
Pre-Test Quiz
Modifications
Accommodations (ELL,
IEP, HAL, etc.)
Low-Level Readers: 10
Minutes for a short quiz
should be enough for
students.
PowerPoint
8:258:40
8:409:00
Packet with
Holocaust
Poetry
HAL:
Included in the packet is
every poem that the
students will be reading. If
the HAL students would
like to further their
learning on this topic,
those poems are a great
source.
9:009:10
9:109:20
HAL:
to show what they
previously know about the
Holocaust as well as
6. Technology Integration
I will show a quick 3 minute video
of Elie Wiesel being interviewed by
Oprah. He talks about his little
sister for the first time since the
Holocaust. http://www.oprah.com/own-
10
9:209:25
A computer
hooked up to
the screen at
the front of
the class.
super-soul-sunday/Elie-WieselRemembers-His-Little-Sister-Video
7. Closure/Review & Summative

Assessment
The students will answer the same
questions found on the quiz at the
beginning of class. They will also
answer a few open-ended questions
that reflect on their own feelings
while reading and discussing this
book and what they got out of it.
Post-Test Quiz
and OpenEnded
Questions
9:259:36
Teaching Notes:
I need to create the Pre & Post Test.
I need to put together the Holocaust poetry packet.
I need to divide the students up into groups.
Find the video on the computer before the lesson.
Reflection:
How can I use the assessment data to reflect on & evaluate the outcomes of teaching and
learning? How can I transfer what I learned from teaching this lesson to future teaching? What
was effective and not effective? What goals can I set to improve my practice and student
learning?
I found that for the most part, the students were very willing and eager to talk about this
topic. However, I also did not have enough time for the Holocaust poetry in both of the classes
because the students wanted to keep talking about the Holocaust and their feelings they had after
reading the book. At first I was worried about not getting to the poetry, but then I figured that if
the students want to have a discussion about a certain topic and its beneficial to the unit, as a
teacher I need to be flexible and go with it. I found that letting the students speak and discuss
was very effective in helping them understand the book. For the students to read a book like
Night; they need some way of understanding what happened in the Holocaust and a discussion is
one way for them to process their thoughts about the Holocaust.
I am happy that I over planned for my lesson rather than planning and not having enough
content. If I were in my own classroom, I would be able to give the students the Holocaust poetry
in the next class that I was to see them in. I understand that I only have one day and one lesson,
11
but I am looking forward to being able to continue a great discussion with my students about a
book that we read. For future lessons, I realize that I need to plan within reason and to not be too
worried if I am not able to get to everything I have planned.
12
Maren Sersansie
Lesson Plan: Finding Credible Sources (Unit: Research Paper)
DIXIE STATE UNIVERSITY - DEPARTMENT OF EDUCATION
SECONDARY EDUCATION SEMESTER LESSON PLAN
Lesson Description:
The students will be learning about how to find and differentiate credible sources. At the
beginning of class, we will go over as a class what a credible source is and how to find one. I
will model this for the students. For the rest of class, the students will each have their own
computers and participate in a webquest. They will be allowed to work on the webquest in pairs;
however the last question on the worksheet will be done individually. This lesson is a flex style
of blended learning. The students will be doing their work online but I will also be supporting
them when needed.
Contextual Factors: In the second period of the day, there is an overwhelming amount of girls in
the class. There are 26 girls and 7 boys making for a total of 33 students. For the most part, the
class is a well-behaved class with one student that stands out as a class clown. there are 5 lowlevel readers and 12 high ability learners. In the fourth period of the day, there is a much more
even spread of gender with 18 girls and 16 boys, a total of 34 students. This class is much more
well-behaved with 15 of the students as high ability learners. In Honors classes like these, even
the low-level readers are still at a higher ability than the regular classroom. When the students
are paired up for the lesson, they will be able to move their desks together so that they can work
together.
Classroom Environment: Layout: Draw a picture of your classroom layout for blended learning.
13

Utah Core Standards
Writing Standard 7
Conduct short as well as more sustained research
projects to answer a question (including a selfgenerated question) or solve a problem; narrow or
broaden the inquiry when appropriate; synthesize
multiple sources on the subject, demonstrating
understanding of the subject under investigation.
Writing Standard 8
Gather relevant information from multiple
authoritative print and digital sources, using
advanced searches effectively; assess the strengths
and limitations of each source in terms of the task,
purpose, and audience; integrate information into the
text selectively to maintain the flow of ideas,
avoiding plagiarism and overreliance on any one
source and following a standard format for citation.
Speaking and Listening Standard 2

Integrate multiple sources of information presented in
diverse formats and media (e.g., visually,
quantitatively, orally) in order to make informed
decisions and solve problems, evaluating the
credibility and accuracy of each source and noting
any discrepancies among the data.

Questions
As students begin to write their
research papers, they need to be able
to understand the research that they
have found and synthesize it into one
source.
What does this information have to do
with my topic?
Is the source credible?
The students need to be able to
differentiate between credible and
non-credible sources. They also need
to understand how to input ideas from
a source into their own papers without
plagiarizing.
Is this a credible source?
Does it support what I am trying to say
in my paper?
Is my formatting correct when citing
the source?
Students should be able to understand
the difference between source
mediums and the credibility of them.
Ex. Blogs vs. National News Outlets
Is this type of source credible?
Is the source itself credible?
14

Lesson Objectives
Assessments
Modifications
Accommodations
Content Objectives
1. Students will be
able to discern between
credible and noncredible sources

worksheet that the students will be
doing along with the webquest.
After talking about how to find
sources, the students, in pairs, will
find sources on their individual
computers.
Low-Level Readers: The

students will be in partners
so that they can help each
other.
The students will also have
an hour to do the project
which is plenty of time.
2. Students will be able

to discern between the
types of sources and
their individual
credibility
3. The students will be

able to search for a
source that will pertain
to their chosen topic of
interest
Language Objectives
1. Students will be
able to articulate in their
research whether or not
the source is supporting
their own ideas.

able to point out which
source has valuable
information.
The worksheet that the students
will be doing along with the
webquest
The students will have to write
their findings down on the
handout.
During class, the students will be
working on a worksheet along
with the webquest that is designed
for them.
The students will show their
findings on their worksheet that
they will turn in at the end of
HAL:
The students can research
whatever topic they want,
leaving the students room
to stretch their ideas.
Low-Level Readers:.
The students will be in
partners so that they can
help each other.
The students will also have
an hour to do the project
which is plenty of time.
15
class.
Identify the Blended Model: Flex Style
Technology Tools and Application:
Nearpod
Weebly - sersansiesources.weebly.com
Youtube
Time
Materials
1. Guided Instruction
As a class, we will go over what
credible sources are and how to find
them.
9:40-10:00
Powerpoint
10:0010:30
2. Collaborative/Cooperative
(You do it together) / Technology
Integration
The students will then work in pairs
on a webquest. This webquest will
require the students to do all
10:30different types of activities to learn
10:50
what credible sources are.
3. Independent
After the group work with the
webquest, the students will then
choose a topic of interest and search
for one quality source on that topic.
10:5011:00
Webquest and
Worksheet
Modifications
Accommodations
Low-Level Readers:
The students will be
working in pairs,
making it easier for
these students.
HAL/Low-Level
Readers:
The students will be
choosing their own
topic of interest,
therefore making it as
difficult or easy as they
would like.
7. Closure
The students will talk about what
they found with their individual
studies. As a class, we will go
around and say what topic each of
the students chose to research.
Teaching Notes:
I need to have the set of computers ready to go for the day.
I need to have the entire WebQuest website I made up and running
I also need to have printed all of the worksheets the students will be working off of.
16
Reflection:
learning?
I found that for the most part, the students found the lesson entertaining and educational.
As English teachers, we must teach finding credible sources to our students; however it can
become boring for both the teacher and students. By using technology as a way to educate the
students, they were able to be interactive with the Webquest that I made. While I found that the
students loved doing the Webquest, I also found that it is very time consuming to make. In the
future I will be making one webquest for certain topics and keep with it and update it as I go. I
also found that the use of Nearpod was beneficial and the studens found it entertaining to be able
to see what people answered up on the screen. I am looking forward to using technology in my
classroom on a daily basis. Mrs. Lowe, my mentor teacher thought that my ideas were great and
asked if she could use them for her other class.
17
Maren Sersansie
Lesson Plan Night (Unit: Historical Fiction)
Post Activity - Night by Elie Wiesel
Lesson Description: This lesson is a conclusion to the book Night by Elie Wiesel. At the
beginning of class, there will be a quiz to grade whether or not the students read the book. Along
with this quiz, there will be a few open-ended questions asking the students about the big ideas
and themes of the book. These questions will not be graded but rather points for participation.
After this quiz, there will be a discussion about the book and the big ideas/themes that the
students found. After the discussion, the students will break up into groups to study different
pieces of poetry directly related to the Holocaust. After analyzing the poems, the students will
come back to class and discuss what they think the poetry is trying to say and how it relates to
Night. At the end of class, watch the 3 minute interview with Elie Wiesel by Oprah and then have
the students answer some open-ended questions about their feelings towards the book, Elie
Wiesel and what they learned.
Contextual Factors
Contextual Factors: In the first period of the day, there are a total of 29 students: 18 girls and 11
boys. 12 of these students are high ability learners while 3 of them are considered low-level
readers. These low-level readers in the class would be average readers if they were in a normal
classroom. In the third period of the day, there are 33 students: 14 boys and 19 girls. As a whole,
these students are on a lower level than the first period class, reflected by their SAGE test scores.
Classroom Environment: The classroom is one of the smaller classrooms in the building. There
is a white board up front with a table and chair front and center facing the students desks. The
students are in rows across the entire room. There is no room for the teacher to walk between the
desks. The only place for the teacher to teach from is the front of the class and along the side by
the teachers desk. There is also an overhead projector that can be utilized.
Utah Core Standards
Reading: Literature Standard 2: Determine a
theme or central idea of a text and analyze in detail
its development over the course of the text,
including how it emerges and is shaped and refined
by specific details; provide an objective summary
of the text.

Questions
The central idea of the text tells the
readers what the text is about. The
themes usually relate and support the
main idea.
What is the main idea of the text?
18
What are some themes in the text?
Reading: Literature Standard 6:

Analyze a particular point of view or cultural
experience reflected in a work of literature from
outside the United States, drawing on a wide
reading of world literature.
Writing Standard 9: Draw evidence from literary

or informational texts to support analysis,
reflection, and research.
Speaking and Listening Standard 1:

Initiate and participate effectively in a range of
collaborative discussions (one-on-one, in groups,
and teacher-led) with diverse partners on grades 9
10 topics, texts, and issues, building on others
ideas and expressing their own clearly and
persuasively.
Certain points of view and cultural
experiences are reflected in a text.
Holocaust books have their own points of
view depending on who is writing the
book.
What is unique about this books point of
view?
Being able to use evidences from the text
to support your ideas is crucial in
providing a clear understanding of the
text.
What evidences from the text support
your ideas?
Being able to work in groups, couplings
and individually is beneficial when
discussing different texts. This allows for
different ideas to come together and be
shared among peers.
As a (group, couple, individual), what
did you(all) think of the book?
What were your ideas?

Lesson Objectives
Content Objectives
Assessments
Modifications
Accommodations
Low-Level Readers: Give

to identify the big idea
and major themes in the
book Night by Elie
Wiesel.

to identify the big ideas
and major themes in
their individual poems.
The students will also be
able to analyze the poem
thoroughly and connect
the ideas to Night.
quiz at the beginning of class will

indicate who read and who did
not.
After the quiz, as a class we will
go over the big ideas and major
themes of the book.
19
them ample amount of
time to take the quiz.
The students will be asked in class
to explain what they found in their
poems that they read in their
groups and individually.
Language Objectives
to comprehend the ideas
presented to them in
class and articulate what
they learned from the
book and how it made
them feel.
2. The students will
participate in a
discussion about Night
in order to comprehend
the text
At the end of class, the students
will write their thoughts about the
novel down in a journal-type
entry, as well as answer questions
related to the book.
The students will discuss their
ideas together and with the class.
HAL:
to show what they
Low-Level Readers:
As a class, we will go over
these certain vocab words
that some of the students
may not know.
At the beginning and end of class,

able to identify the
vocabulary:
Holocaust, etc.
20
the same questions, including

vocab will be given out to
students. This will show whether
they learned any new vocabulary
terms.
Time
Materials
1. Summative Assessment
The students will be given a short quiz
on the book to make sure they read and
to assess the level of understanding.
8:158:25
Pre-Test Quiz
8:252. Guided Instruction

8:40
As a class, we will have a discussion
about the Holocaust and the book Night.
The students will come up with the Big
Idea and themes on their own. I will also
help guide them to these conclusions.
8:403. Independent
9:00
After a discussion, the students will all
receive a packet with Holocaust poetry
in it. The students will read each poem
and then be given a number
corresponding to a poem. They will need
to study that particular poem and
understand it fully.
4. Collaborative/Cooperative (You do 9:009:10
it together)
After studying a particular poem, the
students will merge into their groups
corresponding with their assigned
numbers and discuss that particular
poem.
9:109:20
5. Guided Instruction & Formative
Assessment
Coming back together as a class, each
group will discuss their certain poems
and present the main ideas and themes
that they found. They will also need to
PowerPoint
Packet with
Holocaust
Poetry
Modifications
Accommodations (ELL,
IEP, HAL, etc.)
Low-Level Readers: 10
Minutes for a short quiz
should be enough for
students.
HAL:
Included in the packet is
every poem that the
students will be reading. If
the HAL students would
like to further their
learning on this topic,
those poems are a great
source.
HAL:
to show what they

make a connection to Night.
21
9:209:25
6. Technology Integration
I will show a quick 3 minute video of
Elie Wiesel being interviewed by Oprah.
He talks about his little sister for the first
time since the Holocaust.
http://www.oprah.com/own-super-soulsunday/Elie-Wiesel-Remembers-His9:25Little-Sister-Video
9:36
7. Closure/Review & Summative
Assessment
The students will answer the same
questions found on the quiz at the
beginning of class. They will also
answer a few open-ended questions that
reflect on their own feelings while
reading and discussing this book and
what they got out of it.
A computer
hooked up to
the screen at
the front of
the class.
Post-Test
Quiz and
Open-Ended
Questions
Teaching Notes:
I need to create the Pre & Post Test.
I need to put together the Holocaust poetry packet.
I need to divide the students up into groups.
Find the video on the computer before the lesson.
Reflection:
learning?
I.
Contextual Factors
Period 1B
Total Students: 29
18 girls and 11 boys
26 Caucasian; 2 Polynesian and 1 Indian
12 HAL students and 3 Low-Level Readers
Period 3B
Total Students: 33
19 girls and 14 boys
30 Caucasian, 1 Hispanic and 2 Polynesian
5 HAL students and 7 Low-Level Readers

II.
22
Student Pre/Post Data
Pre and Post Test Results

Period 1A
23
Period 3B
Whole Class Data Table

1B
Pre Test
Post Test
% Gain Gender
3B
Pre Test
Post Test
% Gain
Gender
100%
100%
0%
57%
100%
43%
71%
100%
29%
100%
100%
0%
28%
85%
57%
71%
100%
29%
100%
100%
0%
85%
100%
15%
100%
100%
0%
85%
100%
15%
100%
100%
0%
57%
100%
43%
71%
100%
29%
71%
71%
0%
100%
100%
0%
42%
100%
58%
100%
100%
0%
85%
100%
15%
24
10
100%
100%
0%
10
85%
100%
15%
11
85%
100%
15%
11
71%
100%
29%
12
85%
100%
15%
12
57%
100%
43%
13
85%
85%
0%
13
42%
100%
58%
14
85%
100%
15%
14
85%
100%
15%
15
85%
85%
0%
15
57%
100%
43%
16
85%
100%
15%
16
85%
100%
15%
17
100%
100%
0%
17
100%
100%
0%
18
71%
100%
29%
18
28%
100%
72%
19
57%
100%
43%
19
57%
100%
43%
20
100%
100%
0%
20
57%
85%
28%
21
85%
100%
15%
21
71%
85%
14%
22
100%
100%
0%
22
85%
100%
15%
23
100%
100%
0%
23
71%
71%
0%
24
71%
85%
14%
24
85%
100%
15%
25
57%
100%
43%
25
71%
100%
29%
26
100%
100%
0%
26
85%
100%
15%
27
100%
100%
0%
27
85%
100%
15%
28
42%
85%
43%
28
71%
100%
29%
29
71%
85%
14%
29
71%
100%
29%
30
100%
100%
0%
31
71%
100%
29%
32
57%
100%
43%
33
85%
100%
15%
Gender Subgroup
25
III.
26
Analysis of Results
Summary of Individual Student Performance on a variety of assessments (no data)

During the lesson, I conducted formative assessments by giving a pretest, asking the
students questions throughout the lesson and giving a posttest at the end of class. I had also
planned on having the students analyze a poem and present what they found to the class,
however we ran out of time in both classes that I taught. The posttest was the same as the pretest
that I had given except I added the last question to see what the students had learned in the class.
27
Based on the students answers to the pretest, many of the students did not understand the
themes of the text. The most missed question was number 4 asking what the themes are. This
showed that the students were not understanding why we were reading this book and what the
deeper meaning was to it. The students also had a hard time describing why Moshe the Beadle
was important. They gave me a description of him, but they couldnt say why the author
mentions him at the very beginning of the story.
Throughout the lesson, as we talked about different themes in Night, the students began
to grasp the different ideas. Period 1B seemed to understand the themes more so than period 3B.
When I would ask a question to check for understanding, I would get very eloquent remarks
about the book from period 1 where I had to really try to get the students to say anything about
the themes.
The posttest was much different from the pretest. As a whole, the students did much
better on the posttest than on the pretest. Not one student received a lower grade on their posttest
which shows that the students did learn something from the lesson.
Assessment Evidence that supports pre-test, and formative/summative assessments related to
student learning (data)
The pretest scores for both periods indicates quite a large gap in understanding. There
were higher grades on the pretest for period 1 while there was a higher margin increase from pre
to posttest in third period. This indicates that period 1 already had a good understanding of the
book before coming to class while period 3 did not have a good understanding before coming to
class but learned what they needed to know by the end of class.
As part of the summative assessment in class, I would ask the students thought-provoking
questions and see what they had to say about them. In period 1, I was able to get every single
person to make an intelligent comment about the book. In period 3, it was very difficult to get the
students to talk and was only able to get half the class to participate in the discussion.
Conclusions drawn from assessment data about how well the students learned the stated
objective
The students were able to understand the stated objective. The students were supposed to
know the themes of the story as well as the big idea. From the formative and summative
assessments, it is apparent that both classes were able to understand such ideas. Out of 62
students only 10 students did not receive 100% on their posttest. The lowest score on the post
test was a 71% with most of the others scoring an 85%. These scores indicate that the students
knowledge was either proficient or exemplary in the subject matter.
Validity of Assessment Instructions
The test worked really well when trying to identify what student understood the book as
well as checking to make sure that they read it. However, I would fix two questions on the quiz
just because the wording is not the best. On question number four I have: circle any/all of the
following that are themes found in Night. Instead I would just put circle the correct letter that
indicates the theme/s found in Night. I would also change question number sevens wording. It
says: Does family become more important than anything else in Night? Or is self-preservation
more important? Do family values and self-preservation need to be in conflict? That last question
I would just add, do family values and self-preservation need to be in conflict in Night because
28
many students thought that it meant in their own life. Other than those two changes, the test was
able to show the students growth.
Evaluation of student learning relating to core standards and objectives
Through the test questions and my informal questions, it was evident that the students
understood the main idea and themes of the text. This satisfies the requirements for Reading:
Literature Standard 2 of the Common Core. The students also met the needs for the Reading:
Literature Standard 6 that mentions analyzing a point of view outside the United States. Because
this text is about the Holocaust, the students were able to read it and analyze Elie Wiesels voice.
The students also met the needs for Speaking and Listening Standard 1 that required the students
to have discussions in class. First period met this standard and went above the requirements.
Period three, however, did not meet the requirements needed for this objective.
IV.
Pre and Post Test Questions and Scoring Guide
Name___________________________________
Night PostTest
1.
Where does this story begin?
a) Sighnet, Transylvania
b) Munich, Germany
c) Krakow, Poland
d) Vienna, Austria
Date____________
2.
In what point of view was the book Night written?

a) second person
b) third limited
c) first person
d) none of the above
3.
What do the liberated prisoners think about after being freed?

a) Revenge
b) freedom
c) food
d) their families
4.
Circle any/all of the following that are themes found in Night.

a) The Victim's Silence
b) Gods Silence
c) The loss of faith
d) Father and Son relationships
e) Freedom and Confinement
f) All of the Above
5.
Describe Moshe the Beadle. Why is he important?
Period______
29
6.
What does Eliezer mean when he says that God was murdered? What does he mean when
he says that God is hanging on the gallows?
7.
Does family become more important than anything else in Night? Or is self-preservation
more important? Do family values and self-preservation need to be in conflict?
30
Appendix A
References
Beasterfield, S. (2014, April 1). Lesson Plan Template. Lecture presented in Dixie State
University, St. George.
National Governors Association Center for Best Practices & Council of Chief State School
Officers. (2010). Common Core State Standards for English language arts and literacy in
history/social sciences, and technical subjects. Washington, DC: Authors.
Nearpod. (n.d.). Retrieved December 13, 2015, from http://www.nearpod.com/
Weebly. (n.d.). Retrieved December 13, 2015, from http://www.weebly.com/
31
Appendix B
Pre/Post Test
Name___________________________________
Date____________
Period______
Night Pre/PostTest
1. Where does this story begin?
a. Sighnet, Transylvania
b. Munich, Germany
c. Krakow, Poland
d. Vienna, Austria
2. In what point of view was the book Night written?
a. second person
b. third limited
c. first person
d. none of the above
3. What do the liberated prisoners think about after being freed?
a. Revenge
b. freedom
c. food
d. their families
4. Circle any/all of the following that are themes found in Night.
a. The Victim's Silence
b. Gods Silence
c. The loss of faith
d. Father and Son relationships
e. Freedom and Confinement
f. All of the Above
5. Describe Moshe the Beadle. Why is he important?
6. What does Eliezer mean when he says that God was murdered? What does he mean when
he says that God is hanging on the gallows?
32
7. Does family become more important than anything else in Night? Or is self-preservation
more important? Do family values and self-preservation need to be in conflict?
8. How did you feel when reading this book? Did any scenes, shock, surprise, or effect you?
9. Did you learn anything during this class period that you hadnt thought of before?
Appendix C
33
Assessment Example
Below Basic
34
Proficient
35
Exemplary

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Running head: Mini-Teacher Work

Mini-Teacher Work Sample

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Dixie State University- Department of Education

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10. Identify sub-groups of students:

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Post Activity - Night by Elie Wiesel

Enduring Understanding & Essential

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Reading: Literature Standard 6:

Writing Standard 9: Draw evidence from literary

Speaking and Listening Standard 1:

Stage 2: Assessment Evidence

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After the quiz, as a class we will

Students will be able to

2. The students will

3. The students will be able

Stage 3: Learning Plan

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Active Learning Plan Includes:

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7. Closure/Review & Summative

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Stage 1: Desired Results

Speaking and Listening Standard 2

Enduring Understanding & Essential

Running head: Mini-Teacher Work

Stage 2: Assessment Evidence

Summative Assessment: The

Low-Level Readers: The

2. Students will be able

3. The students will be

2. The students will be

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Running head: Mini-Teacher Work

Running head: Mini-Teacher Work

Enduring Understanding & Essential

Running head: Mini-Teacher Work

Reading: Literature Standard 6:

Writing Standard 9: Draw evidence from literary

Speaking and Listening Standard 1:

Stage 2: Assessment Evidence

Summative Assessment: The

Running head: Mini-Teacher Work

2. Students will be able

quiz at the beginning of class will

3. The students will be

Running head: Mini-Teacher Work

the same questions, including

Active Learning Plan Includes:

8:252. Guided Instruction

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Running head: Mini-Teacher Work

Student Pre/Post Data

Pre and Post Test Results

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