EDUC 450: PROFESSIONAL CLINICAL PRACTICE SCHOOL OF EDUCATION CLAFLIN UNIVERSITY TEACHER UNIT WORK SAMPLE GUIDELINES

Successful teacher candidates support learning by designing a Teacher 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 Teacher 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 TEACHER UNIT WORK SAMPLE TEMPLATE

Candidate: Natalie Spradley

Mentor Teacher: Nicole Whitley

Academic Year: Spring 2013

District: Richland School District 2 Subject: Social Studies

School: Polo Road Elementary Grade Level: 5th Dates of unit: January 20th to March 3rd 2013

Section I: Unit Title and/or Description: World War 2 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.

Important Student Information (Key Element 1.A) Factors (e.g. gender, SES, reading Description Sources/Contextual Factors levels, disabilities, ethnicity, (of your findings in terms of (e.g. students, community student interests, and other your students) resources, internet, records, relevant factors, etc.) school personnel, family, etc.) Gender Male: 14 This information was gathered Female: 13 from referring to the classroom roster and the school administration. I also gathered Ethnicity this information from state test documents that classify gender African Americans 8 males, 7 females Hispanic 3 males, 1 females Caucasian 3 males, 5 females SES Free Lunch: 10 Reduced Lunch: 5 Regular Lunch:12 Below: 12 Level:10 Above:5 There are 3 students who receive academic assistance from resource personnel. There are 4 students who are English Language Learners (ELL) This information was gathered from Mr. Jason, the cafeteria director. This information was gathered from my cooperating teacher. The data was collected based off of the previous years test scores. This information was provided by my cooperating teacher. This information was gathered from the school ESOL teacher

Reading Level

Resource

English Learners

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.

There are really no factors related to the community, district, school, or classroom that are likely to impact instruction and/or student learning. However, there are certain lessons in this unit that will be differentiated for students in block two of Ms. Whitleys Class. Students in this block find it difficult to understand abstract information, or draw the main idea from informational text.

Section IV: The Unit Plan Section IV A: Major Unit Objectives (Key Eleme nt 2.A) (1) List the unit objectives and (2)
indicate the corresponding state standards. (Remember objectives must contain 4 parts: performance, product, conditions and criterion.)

Unit Objectives Key Element 2.A

Students will describe the role of the United States during World War I, The Great Depression, and World War II.

Correlated Standards/Expectations
5-4.4

Students will be able to Describe some of the key developments in technology, aviation, weaponry, and communication that had a significant impact on WW 2 and on the economy of the United States both during the war years and in the postwar period. Students will be able explain how political, social, and economic institutions have influenced the state and nation throughout history. Students will explain how the roles of women and African Americans changed during WW2 Students will be able to explain the key events leading up to WW2. This includes the end of the great depression and the bombing of Pearl Harbor. Children will be able to depict at least one of these events.

5-4.5

5-4.5

5-4.6

5-4.4

Section IV B: Unit Plan (Key Element 2.B)

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.

Instructional Plan for the Unit Key Element 2.B

Activities/Strategies/Materials/Resources (Key Element 2.B) Students and teacher will engage in whole group instruction in a variety of ways. Power Point will be used to ensure students understand key points in the Unit. Students and teacher will engage in guided reading in text book to ensure key concepts of unit are understood. Students and teacher will engage in guided practice in a variety of ways. These include completion of workbook activities and activity sheets. This also includes review questions found at the end of each chapter in the text book. Graphic organizers will be used so students can categorize their learning. The teacher will model in-class project assignments for each unit objective and the students will work on independent unit activities. Daily News Paper Articles and Journal Entries will be used 1,3 1,2,3,4,5 Unit Objective Number(s) 1,2,3,4,5

1,2,4,

1,2,3,4,5 The students will engage in independent class work assignments to help concrete what they have learned throughout the unit. They will complete this step for each major unit objective.

Reflect on the instructional plan for the unit: 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.

This instructional plan establishes a balance between grade-level academic standards and expectations by offering the student multiple ways to learn. The activities and lessons are centered around the idea that children learn differently according to the eight multiple intelligences. The strategies used to teach students on varying levels are different only when providing direct instruction. For students in the lower levels, words are changed and review questions are altered so that each learner can comprehend the material. Multiple examples will be used through instruction so that all students are able to relate to the content being taught. The design of the instructional plan was formulated by taking into account who my learners are. This means that the different levels of abilities and the interest were all considered in this design plan.

Section V A: Unit Assessments (Key Element 3.A) - List the key unit assessments.

Key Unit Assessments (Key Element 3.A) Pre-Test for World War 2

made assessment must be attached to this plan.)

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

End of Chapter Quizzes Activity Sheets Activity Sheets for Homework World War 2 Unit Test World War 2 Unit Project
Reflect on the unit assessments:

I determined that theses unit assessments were valid and reliable by reviewing all the content taught before each assessment. Students had multiple opportunities to practice and learn material before being assigned a grade. My prior understanding of the students and their abilities effected how I developed/ chose these assessments. I made sure tomultiple ways for children to be assessed. Some students do not do good on formal test, therefore projects and activity class grades were assigned and acted as assessments. Students were encouraged to draw, illustrate, create songs, and timeliens about World War 2.

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 (Key Element 3.A) Unit Objective 1: Pre-Assessment(s)

Accommodations (Key Element 3.A) KWL Chart Unit Test World War 2 Project End of Chapter Quiz

Evaluation Criteria (Key Element 3.C) N/A Students will receive credit for correct responses on test. Students will receive credit based off of requirements fulfilled. Students will receive credit for completion. In some cases students will receive credit for correct response. Students will answer questions about World War 2 Students will receive credit for correct responses on test. Students will receive credit based off of requirements fulfilled.

: Post-Assessment(s)

: Other Assessment(s) Activity Sheet

Oral Questioning Unit Objective 2: Pre-Assessment(s) Unit Test World War 2 Project End of Chapter Quiz

: Post-Assessment(s)

: Other Assessment(s)

Workbook

KWL Chart Unit Objective 3: Pre-Assessment(s) Unit Test World War 2 Project End of Chapter Quiz

Students will receive credit for completion. In some cases students will receive credit for correct response. N/A Students will receive credit for correct responses on test. Students will receive credit based off of requirements fulfilled. Students will receive credit for completion. In some cases students will receive credit for correct response. N/A Students will receive credit for correct responses on test. Students will receive credit based off of requirements fulfilled. Students will receive credit for completion. In some cases students will receive credit for correct response.

: Post-Assessment(s)

: Other Assessment(s) Activity Sheets

Unit Objective 4: Pre-Assessment(s)

KWL Chart Unit Test World War 2 Project End of Chapter Quiz

: Post-Assessment(s)

: Other Assessment(s) Workbook Mini-Project

KWL Chart Unit Objective 5: Pre-Assessment(s) Unit Test World War 2 Project End of Chapter Quiz Students will receive credit for correct responses on test. Students will receive credit based off of requirements fulfilled. Students will receive credit for completion. In some cases students will receive credit for correct response.

: Post-Assessment(s)

: Other Assessment(s) Activity Sheet

Section VI: Analysis of Student Learning) Key Elements 3.B and 3.C)
The information from these assessments did increase my understanding of individual students performances. Looking at the pre-assessments compared to the post assessments, I was able to determine the improvement of most of the students. Student were assigned grades according to percentages correct or incorrect or according to scoring rubric guidelines. If students received a 76% correct average on any of the given assessments, then they would be considered passing. Students also received credit for in-class participation throughout the unit. Based off the overall results, student did gain from the unit. However, students were not able to comprehend all material necessary to cover standards in the amount of time allotted. If students had more opportunity to learn some of the abstract concepts of the unit, I believe students would have gained more knowledge of the content. Grades were recorded by the teacher in Power

School online grade book. Children and parents have access to this information twenty four hours a day. This information has also been recorded in their interim grades.