Portfolio Step

GRAND CANYON UNIVERSITY STUDENT TEACHING
EVALUATION OF PERFORMANCE (STEP)

STANDARD 1, PART I
Student Teaching Evaluation of Performance (STEP) is the process for preparing and implementing a
unit of instruction.
By understanding the community and school environment and the makeup of the classroom, you will be
able to strategically meet the overall needs of your students. In the first two weeks of student teaching,
you should focus on learning about the students you will be working with. You are expected to teach the
unit you are preparing by the end of week 8.
Review the geographic, district, and school demographics of your student teaching classroom. Utilize the
district or school website, your cooperating teacher/mentor, or school administrator for this
information. You may also use your state Department of Education website for statistical data on
community and school demographics.
Complete STEP Standard, 1 Part I that includes:
A. Geographic Location
B. District Demographics C. School
Demographics
APA format is not required, but solid academic writing is expected. This assignment uses a rubric.
Review the rubric prior to beginning the assignment to become familiar with the expectations for
successful completion.
You are required to submit this assignment to Turnitin.
Please note, that in order to submit this assignment, you must:
1. Complete each section of the STEP Standard 1, Part II as directed in the course syllabus.
a. Note: Closing your internet browser before the signing process is completed will result in
a loss of your work. If you will be completing this document in multiple sittings, it is
highly recommended to save and back up your work on another document. When you
are ready to make your final submission, copy and paste your responses into this
document. The data from this electronic document will not be saved until you complete
the signing process.
2. Complete the signing process by entering your name, selecting “Click to Sign”, and entering your
email address.  An initial email will be sent to you to confirm your email address.
 A completed copy of the document will be emailed to you within minutes of confirming
your email address.
3. Submit a completed copy to the appropriate LoudCloud submission space for grading.
GRAND CANYON UNIVERSITY
STUDENT TEACHING EVALUATION OF
PERFORMANCE (STEP)
TEACHER CANDIDATE INFORMATION:
Teacher Teacher Student
Candidate Alonso Candidate Gonzalez ID:
20484934
First Name: Last Name:
Email algonzalez@gesd32.org Phone: (928)3048843 State: AZ- Arizona
Address:
Program of
Study: B.S. in Secondary Education (All emphasis areas)
STANDARD 1, PART I: COMMUNITY, DISTRICT, SCHOOL, &

CLASSROOM FACTORS
A. GEOGRAPHIC LOCATION
Cooperating If “Other” Cooperating
School State: AZ- Arizona School State School
San Luis
Selected, City:
Specify:
Population of School If “Other”
City: Classification: Public Classification
32,763
Selected,
Specify:
Facility Setting: Stability of Perception of
Community: State of Growth the Level of
Rural Low
Community
Support:
Discuss the possible effect these characteristics could
have on planning, delivery, and assessment of your unit.
Cite the references used for this information.
B. DISTRICT DEMOGRAPHICS
District Name: District Grades preschool-8th
Served:
Number of Number of Percentage of
Schools in 9 Students 5220 Students in the 93%
District: Enrolled in District
District: Receiving Free
or Reduced-
Price Lunch:
Describe the district demographic data, including statistical data relating to the population and
particular groups within it, for your cooperating school district.
Discuss the possible effect these characteristics could

have on planning, delivery, and assessment of your unit.
Cite the references used for this information.
C. SCHOOL DEMOGRAPHICS
Cooperating Cooperating Title One (I):
School Name: School Grades 7-8 Yes
Served:
Number of Percentage of Academic
Students 680 Students in the 97% Achievement
Enrolled in School Ranking/Label
School: Receiving Free of the School:
or Reduced-
Price Lunch:
Discuss the possible effect these characteristics could have on the
planning, delivery, and assessment of your unit. Cite the
references used for this information.
AGREEMENT AND SIGNATURE

I, the above named, GCU student attest this submission is accurate, true, and in compliance with GCU policy
guidelines, to the best of my ability to do so.
NOTE: The data entered into this document may be audited for accuracy. Students who engage in
fabricating, falsifying, forging, altering, or inventing information regarding clinical practice/ student
teaching may be subject to sanctions for violating GCU academic integrity policies, which may include
expulsion from GCU.
Teacher Candidate Date:

E-Signature: Jan 23, 2019
Alonso Gonzale z
Alonso Gonzalez (Jan 23, 2019 )
STEP Standard 2 - Writing Standards-Based Objectives and the
Learning Goal
Unit Topic: Authors Point of View
Unit Title: Digging Deeper
National or State Academic Content Standards

CCSS.ELA-LITERACY.RI.7.6
Determine an author's point of view or purpose in a text and analyze how the author
distinguishes his or her position from that of others.
Learning Goal
By the end of the unit, students will be able to identify the author’s point of view and purpose in
an informational text and use facts and details from the text to analyze how the author’s point of
view differs from that of others.
Measurable Objectives
- Identify the author’s purpose in an informational text
- Identify the author’s point of view in an informational text
- Use facts/details from the text as evidence to support an answer
STEP Standard 3 - Assessment and Data Literacy
Pre-Assessment - Copy and paste the pre-assessment you plan to use to assess the students’
knowledge of the topic prior to implementing the unit lessons. Include the scoring criteria used
to determine whether the student Exceeds, Meets, Approaches, or Falls Far Below the learning
goal and measurable objectives.
Scoring Criteria
9/9 Exceeds
8/9 Exceeds
7/9 Meets
6/9Meets
5/9 Approaches
4/9 Approaches
3/9 Falls Far Bellow
"Save the Desert Letter"
April 24, 2007
Principal Jane Seacrest 1445 East River Road Palm Hills, AZ 88742
Dear Principal Seacrest,
My mom was at the school board meeting last week, and she told me that they are talking about
making a new parking lot behind the school. In fact, it sounds like it’s already been decided, but
no one has asked the students what they think. In order to make this parking lot, many trees,
saguaros, and other plants will be bulldozed and killed. We kids will lose something important
to us, and the animals who live there will lose their homes.
I have talked to my friends about this, and we disagree with this idea. We love that we come to
school in the desert, and we get to watch the lizards and jack rabbits every day at recess. We can
hear the birds chirping and the doves singing while we are in class. It helps us not feel like we
are locked up in a building if we can just look outside and see the flowers on the ocotillo bushes.
Whenever we need to take a break from our teacher’s lecture, we can glance outside and see a
hummingbird flying around. Maybe you think it makes us not pay attention, but we have learned
a lot from this little area, too.
We have taken many walks out there with our science teacher, Mr. Gosling, and he has taught us
many things about desert safety and ecology. For example, we learned that it takes 65-75 years
before a saguaro grows one arm. So a lot of the saguaros out there are over 100 years old. We
also learned about how to watch out for rattlesnakes. If there is a parking lot here, what are we
going to learn? Did the school board think about that?
We 7th graders have also been talking to our friends in 8th and 9th grade, and even the class
president of the 9th grade class said she wasn’t told about this plan! We feel we should get a
chance to share our opinion, since it is our school. If you build a parking lot here and kill all the
desert, where will the animals live? Students will be very upset to see the desert disappear, and
that is going to be a bad influence on our learning.
We want to hear back from you about this and we want to have a say in what happens. Could we
meet with you or the school board?
Sincerely, Jesse Robins
1)Which is the author's purpose for writing this text?
a) to explain desert ecology and the life cycle of a saguaro
b) to persuade the principal not to build a parking lot
c) to describe what the students want in a new parking lot
d) to inform the principal that Mr. Gosling is a good science teacher
2) Why did the author provide details about what the students have learned from the desert?
a) to convince the principal to build a new parking lot
b) to convince the principal that the desert is unnecessary
c) to convince the principal that the desert is important for education
d) to convince the principal that the animals will be able to live in the parking lot
3)What is one way that the author emphasizes the importance of the desert?
a) by describing exactly what the students have learned from the desert
b) by explaining that none of the students knew about the new parking lot
c) by describing the way desert animals and plants work together
d) by explaining how she found out that the desert was in danger
4) "We have taken many walks out there with our science teacher, Mr. Gosling, and he has
taught us many things about desert safety and ecology. For example, we learned that it takes 65-
75 years before a saguaro grows one arm. So a lot of the saguaros out there are over 100 years
old. We also learned about how to watch out for rattlesnakes."
How does Jesse intend to influence Principal Seacrest with these sentences?
a) use his personal experience to show her the value of the desert
b) convince her that Mr. Gosling is a good science teacher
c) make her feel bad that old saguaros will be torn out
d) explain how to stay safe while walking in the desert
5)What have the students learned from their walks in the desert?
a) about desert safety and ecology
b) about parking lot safety
c) about the school board meeting
d) about their science teacher, Mr. Gosling
"Three Types of Faults"

Did you know that there are plates within the earth that are constantly moving? Normally, we
don’t feel this motion. But every once in a while the earth moves along a fault line, which
creates an earthquake. A fault is a fracture in the Earth's crust and marks the boundary between
two plates. There are three main types of faults.
Diverge
A divergent fault happens when magma rises from deep in the earth and causes two plates to
move away from one another. Divergent faults appear mostly on the sea floor. If the two plates
continue moving away from one another, magma can rise and eventually harden on the sea floor.
This results in the formation of a mid-ocean ridge. These normal occurrences are the cause of
earthquakes at divergent boundaries.
Converge
When two plates come together, the result is a convergent fault. A convergent fault can produce
one of three scenarios. Each depends on the types of crust colliding. If continental crust is
colliding with another piece of continental crust, one may begin to go under the other. Since
continental crust is not heavy enough to sink very far, the crust that went beneath will begin to
rise, forcing the crust above it to move upward and fold. This is one way of the ways that
mountains are formed.
Transform
A fault that occurs when two plates slide past each other is known as a transform fault.
Transform faults are found where two plates slide sideways against each other. Because the
edges of the plates are rough, they can catch and "stick," allowing stress to build. When this
stress is released suddenly, earthquakes may occur. One of the most famous faults of this type is
in California—the San Andreas fault.
6) What is the purpose of this text?

a) to tell the reader how to tell if a fault is transforming
b) to tell the reader about what happens at different types of faults
c) to tell the reader about how different types of faults are destroyed
d) to tell the reader how to tell when a fault will cause an earthquake
7) What is the purpose of this text?

a) to show that earthquakes can be very dangerous
b) to show proposes that Earth is always moving
c) to show that most mountains are formed within Earth
d) to show that Earth's plates move in several different ways
8) Which statement is supported by the text?

a) The movement of plates can result in magma raising the earth's temperature.
b) The movement of plates does not always result in fault lines.
c) The movement of plates can result in changes that allow us to discover oil.
d) The movement of plates does not always result in earthquakes.
9) Based on the text, which conclusion is most valid?

a) Faults can be very dangerous to people.
b) Plates move so slowly that faults are rarely dangerous.
c) There are twenty categories of faults.
d) The most dangerous kind of fault is the divergent fault.
Pre-Assessment Data: Whole Class - Once you have assessed your students’ knowledge on the topic,
collect and analyze the pre-assessment data to determine if you will need to modify the standards,
learning goal, or measurable objectives that will be addressed during instruction.
Number of Students
Exceeds 2
Meets 3
Approaches 9
Falls Far Below 8

Pre-Assessment Analysis: Whole Class
With this information that I obtained I will be focusing the standard itself and not the measurable
objective at first. The reason I will focus on the standard is because I noticed that there are far more
students struggling with the standard itself as a whole. If I had more students meeting or exceeding, I
would focus on the measurable objective in order to see what exactly students are struggling with but at
this point, I feel I must cover the entire standard so that students get a better understanding of what is
expected from them.
After analyzing this data, I believe that I will need to focus on planning as well as assessments to see
what understanding of the standard students have. By the looks of it, most students are struggling with the
entire standard meaning I will have to cover it completely in order to assure that students are
understanding the material. Once we cover the standard, I will focus on assessments to see whether or not
students truly know how to apply the standard correctly and whether they are doing what is being asked.
That is when I will focus on the measurable objective to see where students continue to struggle. Once I
identify those needs, I can focus on different strategies to help those who need it while also challenging
and reassuring understanding of the standard with other students.
Post-Assessment – Copy and paste the post-assessment you plan to use to assess the students’ knowledge of the topic
after implementing the unit lessons. The post-assessment can be the same as the pre-assessment, a modified version, or
something comparable that measures the same concepts. Include the scoring criteria used to determine whether the student
Exceeds, Meets, Approaches, or Falls Far Below the learning goal and measurable objectives.
Scoring Criteria
9/9 Exceeds
8/9 Exceeds
7/9 Meets
6/9Meets
5/9 Approaches
4/9 Approaches
“Trust”
What does it mean to be trustworthy? It means that when you say something, people can believe that it is true. It means that if y
ou say you are going to do something, people know that you will. We all have times in our lives when we let our parents down.
I know I have, most recently when I completely forgot to water my mother's orchids when she was out of town. Some of the orc
hids died, and my mother was really upset. It is important to know how to rebuild trust after you have made a mistake.
Actions speak louder than words. If you have lost your parents' trust by not keeping your word, you can rebuild trust by doing
what you are supposed to do in the future. Do your chores and help out around the house. Keep your room at least somewhat n
eat. Your parents may be wary at first. My mother was not comfortable having me take care of her orchids the next time she we
nt out of town, but after the great job I did assisting the plant sitter, she began to trust me again. She allowed me to take care of
her orchids when she was home. I did a good job, and now I can be a plant sitter again the next time she must leave town. As yo
u consistently show that you do what you say you will do, your parents will begin to trust you again.
Talking with your parents is also important to gain their trust. Sometimes people don’t tell the truth because they are embarrass
ed or ashamed. When I didn't make the varsity soccer team, I stayed quiet for so long that my parents thought I was hiding a ter
rible secret. Really, I was just embarrassed to tell them what happened. I was afraid they would think less of me. Remember tha
t everyone feels embarrassed or ashamed sometimes. We all have bad days at school or work. We all fail sometimes.
When you have a bad day, or when you fail at something important to you, talk to your parents about how you feel. They may h
ave memories they can share that will help you realize you are not alone. When I told my parents about the soccer team, my dad
told me that when he was in high school he once lost a football game for the school by scoring a touchdown at the wrong end
of the field! You will appreciate your parents' honesty, and you will see that your parents appreciate your honesty. Over time, b
eing honest with your parents will become second nature. Your parents will begin to believe that you tell the truth. Your relatio
nship will grow. When you have trust with your parents, you will find that they can be your best friends.
You can lose your parents’ trust very quickly if you lie about something or if you break a rule. It takes longer to rebuild trust th
an it does to lose it. It took about six months before my parents trusted me again after I killed the orchids. Just keep being respo
nsible and honest.
Assessment Technology, Inc. 2007
1)Read the sentence.
"It took about six months before my parents trusted me again...."
What does the author most likely want to convince the reader of in this sentence?
a) that he or she must be patient
b) that he or she has several options
c) that he or she should do more chores
d) that he or she should make new friends
2) What is one of the author’s purposes for writing this text?

a) to persuade the reader that it is possible to regain trust
b) to persuade the reader to trust most authors
c) to persuade the reader that most people are trustworthy
d) to persuade the reader to trust his or her siblings
3) What is the author's purpose for writing the second paragraph?

a) to give an example of how quickly trust can be regained
b) to give an example of how one can work to regain trust
c) to give an example of when you should realize not to trust a person
d) to give an example of when you should give someone a second chance
4) What statement supports the position that, when working to establish trust, your actions are important?
a) "What does it mean to be trustworthy? It means that when you say something, people can believe that it is true."
b) "She allowed me to take care of her orchids when she was home. I did a good job, and now I can be a plant sitter again
the next time she must leave town."
c) "When I didn't make the varsity soccer team, I stayed quiet for so long that my parents thought I was hiding a terrible s
ecret. Really, I was just embarrassed...."
d) "When you have a bad day, or when you fail at something important to you, talk to your parents about how you feel."

a) It is better to tell secrets to your friends.
b) Through experience, people learn how to trust.
c) Through experience, people learn not to lie.
d) It is usually a better idea to follow a schedule.
“Picasso’s Famous Art”

One of the most famous painters of all time is Pablo Picasso. He was born in 1881 in Spain and died in 1973 in France. In his 92
years, he made so many paintings that he earned a spot in the Guinness Book of World
Records as the “most prolific painter.” There is a whole museum dedicated to Picasso in Barcelona, Spain. It contains most of h
is early workabout 3500 paintings! Picasso painted in many different styles, including Cubism and Expressionism. It’s interestin
g the way an artist’s life can be reflected in his or her paintings. As Picasso himself said, “Painting is just another way of keepin
g a diary.”
The Blue Period

Many times, art critics break an artist’s life down into “periods,” in which the artist paints in a certain style or with a certain the
me in mind. One of Picasso’s famous early periods is called the Blue Period, which lasted for about four years (1901-
1904). As you can guess, this means that most of the paintings he did during this time are in shades of blue. Some say this was
because one of his best friends had died, and so Picasso was very sad. Some say Picasso was also depressed because he was poo
r. Most of these pictures are of gloomy people, such as women in prison or beggars.
The Rose Period

Soon after the Blue Period came the Rose Period (19041906). Picasso had moved to Paris, France, met some new friends and ot
her artists, and seemed to perk up. Many of his Rose Period paintings are of circus actors, including acrobats and clowns. People
liked these paintings a lot more than the Blue paintings, and so Picasso started making money. That will make anyone feel bette
r!
The Cubist Period Picasso’s most interesting and influential paintings are in the Cubist style, which he,
along with another artist, Georges Braque, invented around 1907. It is said that they were inspired by African art. Picasso would
take an ordinary subject, like a woman’s face, and break it up into geometric shapes. Her eyes might be big circles, her nose a tr
iangle, her lips two rectangles. It sounds weird, but Cubist paintings are really neat to look at. Most artists’ paintings up until thi
s time were very realisticthey looked like their subjects: people, fruit, or landscapes. But these Cubist paintings were abstract,
meaning that they only somewhat resembled the subject. After all, a nose is not a triangle! Some say Picasso painted like this be
cause he liked to try new things all the time. Apparently, he got bored easily. Another explanation might be this quote from Pica
sso: “I paint objects as I think them, not as I see them.”
Picasso’s Influence
Critics say that Picasso really changed the whole world of art when he started painting abstractly. If you ever go to an art museu
m, you can see that a lot of paintings done in the 1900s have this abstract style. Many famous painters, including Salvador Dali,
say that Picasso was a big influence on them. Some people don’t understand what these Cubist paintings mean. But I think they
give the viewer a feeling, which is better than ameaning. As Picasso himself said, “Painting is a blind man’s profession. He pain
ts not what he sees, but what he feels, what he tells himself about what he has seen.”
6) What is one purpose of this text?

a) to describe the man who co-founded the Cubist movement with Picasso
b) to describe the effect Picasso and the Cubist movement had on later art
c) to describe the trips to Africa that influenced Picasso's paintings
d) to describe why Salvador Dali was jealous of Picasso's paintings
7) What words does the author use to emphasize how Picasso created abstract art?
a) "paintings are of circus actors"
b) "her nose [might be] a triangle"
c) "women in prison or beggars"
d) "one of his best friends had died"
8) Which of these sentences from the text is an opinion?

a) "He was born in 1881 in Spain and died in 1973 in France."
b) "But I think they give the viewer a feeling, which is better than a meaning."
c) "Her eyes might be big circles, her nose a triangle, her lips two rectangles."
d) "Most of these pictures are of gloomy people, such as women in prison or beggars."
9) Which quotation confirms that Picasso's paintings did not always resemble real objects or people?
a) "Most of these pictures are of gloomy people, such as women in prison or beggars."
b) "Many of his Rose Period paintings are of circus actors, including acrobats and clowns."
c) "Another explanation might be this quote from Picasso: 'I paint objects as I think them, not as I see them.'"
d) "If you ever go to an art museum, you can see that a lot of paintings done in the 1900s have this abstract style.
STEP Standard 4 - Unit and Lesson Planning

Day 1 Day 2 Day 3 Day 4 Day 5
Title of Weekly Point of View Text Detective Point of View Point of View
Lesson or Vocabulary Introduction assessment
Activity
Standards AZCCRS – AZCCRS – AZCCRS: AZCCRS – AZCCRS –
and 7.RI.4: 7.RI.6: 7.RI.1 Cite 7.RI.6: 7.RI.6:
Determine the Determine an several pieces Determine an Determine an
Objectives author's point of author's point of author's point of
meaning of of textual
words and view or purpose evidence to view or purpose view or purpose
phrases as they in a text and support analysis in a text and in a text and
are used in a analyze how the analyze how the analyze how the
of what the text
text, including author author author
says explicitly
figurative, distinguishes his distinguishes distinguishes
or her position as well as his or her his or her
connotative, and inferences
technical from that of position from position from
others. drawn from the that of others. that of others.
meanings;
text.
analyze the
impact of a
specific word
choice on
meaning and
tone.
Academic labor Author’s Cite labor point of view

Language congress Purpose Criteria congress pro
and industries Inform Evidence industries con
Vocabulary adhere Persuade point of view objective
don Entertain pro perspective
viable con voices
objective position
perspective labor
voices congress
position industries
Summary of For this lesson, For this lesson, This lesson, During this In this lesson
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key vocabulary working on the develop their analyze how on an Evidence
and that needs to be 4T’s Graphic own view on information is Based Short
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on learners: Pictures learners: A flip language language language
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will continue to 4T’s graphic anchor charts will be able to have a better
be available for organizer. that we created use previous understanding
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help students different to go up to organizers, district this is a
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order to provide to analyze the are still on short responses.
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Text Text Text Text Text
Required RICHMOND, Virginia. International rights group Human Rights Watch released a report about
children who work on U.S. tobacco farms. In response to the results, the organization is urging the
government and the tobacco industry to protect these young workers.
The report is based on interviews with more than 140 children working on farms in the U.S. states
of North Carolina, Kentucky, Tennessee, and Virginia. It claims that children as young as 7 are in
Children at Work

Children at Work
RICHMOND, Virginia. International rights group Human Rights Watch released a report about
Children at Work
Children at Work
Children at Work
Materials,
some cases working long hours in fields harvesting tobacco leaves. Sometimes, the work is done some cases working long hours in fields harvesting tobacco leaves. Sometimes, the work is done some cases working long hours in fields harvesting tobacco leaves. Sometimes, the work is done some cases working long hours in fields harvesting tobacco leaves. Sometimes, the work is done some cases working long hours in fields harvesting tobacco leaves. Sometimes, the work is done
under hazardous conditions. Most of what the group documented is legal. Human Rights under hazardous conditions. Most of what the group documented is legal. Human Rights under hazardous conditions. Most of what the group documented is legal. Human Rights under hazardous conditions. Most of what the group documented is legal. Human Rights under hazardous conditions. Most of what the group documented is legal. Human Rights
Watch wants cigarette makers to push for safety on farms from which they buy tobacco. The group Watch wants cigarette makers to push for safety on farms from which they buy tobacco. The group Watch wants cigarette makers to push for safety on farms from which they buy tobacco. The group Watch wants cigarette makers to push for safety on farms from which they buy tobacco. The group Watch wants cigarette makers to push for safety on farms from which they buy tobacco. The group
also wants the U.S. government to change labor laws. also wants the U.S. government to change labor laws. also wants the U.S. government to change labor laws. also wants the U.S. government to change labor laws. also wants the U.S. government to change labor laws.
"The U.S. has failed America's families by not meaningfully protecting child farmworkers from "The U.S. has failed America's families by not meaningfully protecting child farmworkers from "The U.S. has failed America's families by not meaningfully protecting child farmworkers from "The U.S. has failed America's families by not meaningfully protecting child farmworkers from "The U.S. has failed America's families by not meaningfully protecting child farmworkers from
dangers to their health and safety, including on tobacco farms," said Margaret Wurth, a children's dangers to their health and safety, including on tobacco farms," said Margaret Wurth, a children's dangers to their health and safety, including on tobacco farms," said Margaret Wurth, a children's dangers to their health and safety, including on tobacco farms," said Margaret Wurth, a children's dangers to their health and safety, including on tobacco farms," said Margaret Wurth, a children's
rights researcher who co-authored the report. rights researcher who co-authored the report. rights researcher who co-authored the report. rights researcher who co-authored the report. rights researcher who co-authored the report.
Handouts, In their interviews, the child tobacco farmworkers indicated that their health and safety were indeed
at risk. Nearly three-quarters of them reported becoming ill, with symptoms including vomiting,
nausea, and headaches. These are indications of Green Tobacco Sickness, which can occur when
a person handles tobacco leaves and nicotine is absorbed into the skin. The children
also reported working long hours, often in extremely hot conditions, which can be dangerous. They
said that they were not given overtime pay or sufficient breaks. In addition, they donned no, or
In their interviews, the child tobacco farmworkers indicated that their health and safety were indeed
inadequate, protective gear. inadequate, protective gear. inadequate, protective gear. inadequate, protective gear. inadequate, protective gear.
Text, Slides, U.S. law puts limits on labor performed by minors (children under age 18). But these restrictions
vary by industry. According to the Human Rights Watch report, U.S. agriculture labor laws are more
lax, allowing children to work longer hours at younger ages and in more hazardous conditions than
children in any other industry. With a parent's permission, children as young as 12 can be hired for
unlimited hours
SAY IT!
READ IT!
to work on WRITE
small
LEARN
IT!
IT!
outside of school hours on a farm of
farms.
WRITE UP A STORM!®©1995 VOCABULARY READ
In 2011, the U.S. Labor Department
SAY IT!any size. There's no minimum age for children
IT!
ACQUISITION.4
WRITE IT!
LEARN IT!
– TENSES & CONJUGATING
WRITE UP A STORM!®©1995 VOCABULARY ACQUISITION.4 – TENSES & CONJUGATING
proposed changes that would have
U.S. law puts limits on labor performed by minors (children under age 18). But these restrictions
unlimited hours outside of school hours on a farm of any size. There's no minimum age for children
to work on small farms. In 2011, the U.S. Labor Department proposed changes that would have
and
Name_____________________________ Date__________________________Period_________
Name_____________________________ Date__________________________Period_________
prohibited children under
word / part of speech age 16 from working on tobacco
/ etymology/connotation word
word/ /part farms.
part of speech
speech However, these changes
/ /etymology/connotation
etymology/connotation
DAY 1 were
word / part of speech / etymology/connotation DAY 1 DAY 1 DAY 1 prohibited children under age 16 from working on tobacco farms. However, these changes were prohibited children under age 16 from working on tobacco farms. However, these changes were prohibited children under age 16 from working on tobacco farms. However, these changes were prohibited children under age 16 from working on tobacco farms. However, these changes were
never passed into law. never passed into law. never passed into law. never passed into law. never passed into law.
friendly definition DAY 1 sketch DAY 2 friendly
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Human Rights Watch met with many of the world's biggest cigarette makers and tobacco growers Human Rights Watch met with many of the world's biggest cigarette makers and tobacco growers Human Rights Watch met with many of the world's biggest cigarette makers and tobacco growers Human Rights Watch met with many of the world's biggest cigarette makers and tobacco growers Human Rights Watch met with many of the world's biggest cigarette makers and tobacco growers
to discuss its findings. The group hoped to push the farms and companies to adopt or strengthen to discuss its findings. The group hoped to push the farms and companies to adopt or strengthen to discuss its findings. The group hoped to push the farms and companies to adopt or strengthen to discuss its findings. The group hoped to push the farms and companies to adopt or strengthen to discuss its findings. The group hoped to push the farms and companies to adopt or strengthen
their labor and safety policies. The companies say that they are concerned about child labor. They their labor and safety policies. The companies say that they are concerned about child labor. They their labor and safety policies. The companies say that they are concerned about child labor. They their labor and safety policies. The companies say that they are concerned about child labor. They their labor and safety policies. The companies say that they are concerned about child labor. They
additional meaning or denotative meaning: additional
additional
meaning
meaningorordenotative
denotative meaning:
meaning: additional meaning or denotative meaning:
have developed standards, including requiring growers to provide a safe work environment have developed standards, including requiring growers to provide a safe work environment have developed standards, including requiring growers to provide a safe work environment have developed standards, including requiring growers to provide a safe work environment have developed standards, including requiring growers to provide a safe work environment
and adhere to child labor laws. and adhere to child labor laws. and adhere to child labor laws. and adhere to child labor laws. and adhere to child labor laws.
Technology "This reportword

DAY 2 Prefixes and suffixes change the word meaning and part of speech.
said André Calantzopoulos,

biggestfriendly
cigarette
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definition
growing,"
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uncovers
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of Philip Morris International
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UP A STORM!®©1995 VOCABULARY READ

PRESENT
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UP A STORM!®©1995 VOCABULARY ACQUISITION.4

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"This report uncovers serious child labor abuses that should not occur on any farm, anywhere,"
said André Calantzopoulos, CEO of Philip Morris International Inc., which is the world's second-
biggest cigarette seller. "More work remains to be done to eliminate child and other labor abuses in
tobacco growing," he added.
(other ____________)
DAY 3 synonym (other______________) antonym
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(other____________)
____________) synonym
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DAYDAY
3 3 antonym (other ____________) synonym (other ____________) DAY 3
Altria Group Inc., owner of Philip Morris USA, said that it wants suppliers to follow the law. But Altria Group Inc., owner of Philip Morris USA, said that it wants suppliers to follow the law. But Altria Group Inc., owner of Philip Morris USA, said that it wants suppliers to follow the law. But Altria Group Inc., owner of Philip Morris USA, said that it wants suppliers to follow the law. But Altria Group Inc., owner of Philip Morris USA, said that it wants suppliers to follow the law. But
Altria spokesperson
sentence
DAY 4
Jeff Caldwell also said thatsentence
many
sentence families depend on laws allowing sentence their
DAYDAY
4 4 DAY 4
Altria spokesperson Jeff Caldwell also said that many families depend on laws allowing their Altria spokesperson Jeff Caldwell also said that many families depend on laws allowing their Altria spokesperson Jeff Caldwell also said that many families depend on laws allowing their Altria spokesperson Jeff Caldwell also said that many families depend on laws allowing their
children to work. Caldwell said that restrictingadditional
additional meaning or denotative meaning:
tobacco
additional
meaning
workmeaning:
meaningorordenotative
to people 18 or older "is
denotative meaning:
at odds in
children to work. Caldwell said that restricting tobacco work to people 18 or older "is at odds in children to work. Caldwell said that restricting tobacco work to people 18 or older "is at odds in children to work. Caldwell said that restricting tobacco work to people 18 or older "is at odds in children to work. Caldwell said that restricting tobacco work to people 18 or older "is at odds in
these communities where family farming is really a way of life." these communities where family farming is really a way of life." these communities where family farming is really a way of life." these communities where family farming is really a way of life." these communities where family farming is really a way of life."
analogy/word array analogy/word
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SAY IT!
READ IT! DAY 2 Prefixes and suffixes change the word meaning and part of speech.
WRITE UP A STORM!®©1995
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DAY 1 DAY 1 DAY 1 DAY 1
Name_____________________________ Date__________________________Period_________
word / part of speech / etymology/connotation
word / part ofSingular
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friendly definition DAY 1 sketch PAST DAYsketch
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friendly definition Day 1 Day 2 friendly definition Day 1 sketch Day 2
PAST PAST Title:_____________________________________________________________________________________
WRITE UP A STORM!®©1995
FUTURE FUTURE Author:__________________________________________________________________________________

Plural Plural
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Plural FUTURE Plural FUTURE
additional meaning or denotative meaning: additional
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additional meaning or denotative meaning: additional meaning or denotative meaning: Text Structure: Source:_____________________________________________________________________
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DAY 3 antonym (other ____________) synonym (other______________) 3 antonym
DAYDAY 3 antonym(other
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DAY 2 Prefixes and suffixes change the word meaning and part of speech. 2 Prefixes
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TENSE?Which tense & point of view? Page # Page # Point of View:___________________________________________________
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PRESENT
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Plural PluralFUTURE PluralPlural Plural
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ADJECTIVE NOUN VERB TENSE? ADJECTIVE NOUN VERB TENSE?
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Day 3 synonym (other___________) Theyantonym (other Day 3 synonym (other___________) He, She,________________)
antonym (other It They WRITE UP A STORM!®© 1995 123 ARGUMENTATIVE CLOSE READING AND WRITING
DAY 3 antonym (other ______________) synonym_______________)
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UP UP A STORM!®©1995
A STORM!®© 1995 20
VOCABULARY ACQUISITION.4 MS/HS
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Interactive
Work” Article Fact or Feeling Notebooks
“Children at Interactive Laptops/Mobil
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Interactive
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Instructiona A power point The following Now that After allowing On the Final
l and will be used for day we will be students have a students to give day of the
this activity. In focusing on better their opinion lesson we will
Engagement
the power point analyzing the understanding we will be be focusing on
Strategies an image appears article. Because of point of view focusing on showing
at the beginning we will be we will be different voices understanding
of each slide. focusing on focusing on in the article. of point of
When the image authors point of their own point We will read view. We will
appears students view during the of view. We the text one do this by
will be given week when will start the more time but assessing the
time to guess analyzing the lesson by this time we kids with a
what the image article, we will rereading the will be focusing brand-new text
represents. I will be focusing on text and on the different and having
ask questions in finding analyzing the people who are them answer a
order to have important possible sides involved in the short response
them provide information to that can be text to see their question
evidence as well help us identify defended with point of view. through an
explain why they the authors point evidence. Once EBSR. An
believe they are of view. they are We will read EBSR is broken
correct. Once identifying we the text and up into
they have tried Students will will discuss annotate the different
guess the word first read the text those view and article to section. These
for the image, I individually to identify identify the sections are
will show it to get a small grasp different pieces different people Topic Sentence,
them. Once the of what we will of evidence that who are Evidence,
word has been be reading. Than support both involved and Example, and
presented to the we will be views. analyze their Explanation.
class student will reading ti as a views on the The students
work in their class and that is After the topic. must analyze
groups to figure when we will discussion I the question
out what the really be will work with then answer the
Once we are
word means find focusing on the the students question
done annotating
cognates, and important before releasing through an
the article, we
synonyms. details. them on their EBSR. I will
will focus on a
own. I will review what an
group
Working in show them my EBSR is with
While reading I assignment
groups will expectations the class before
will make sure to where students
allow student to and we will posting the
spark discussion will focus on
stay engaged work on an question.
about the text in authors views,
while working order to see example citations, and
with their groups whether or not together. We outcomes We will break
students are will discuss (opinions). I apart the EBSR
Students will understanding exactly what to will model and and quickly
also work on the the reading. do before example to the discuss what
physical allowing student’s so each section
representations. students to ask they can see my should include.
Once we have
IN their groups questions. expectations for I will then open
completed
they will be the assignment. up the room to
reading the
aloud to move Once they are This will also questions.
article together,
up and out of we will move on on their own allow them to
their seats to to working on students will ask any The question
create a physical the 4T’s. This receive the questions they will then be
representation graphic graphic might have. posed students
for the word. organizer is one organizer where will receive the
They will then that students are they will have Once students new text and
show it to the very familiar to identify facts are done they they will be
class and as a with and will be in the text and will be allowed to
class we will using to show then explain presenting their focus on the
choose the one their how they feel. work in their question for the
that best fits the understanding of This will be an groups where rest of the
word. point of view. individual they will share period.
I will show them assignment their ideas and
Once this is my expectations because it is work while I will be
complete on the asking for their questioning and walking round
students will assignment as opinion. challenging to provide
then focus on well as present each other on support when
sketching an an example of Once completed the work being needed.
image of the what I’m looking students will presented.
word in order to for in the then share to
make assignment. class their
connections Students will be views while
between the allowed to work also defending
word and what it in groups and their decision
represents. All of will take turns with evidence
this will be done discussing from the text.
in our possible answers While students
vocabulary for the graphic are speaking, I
quadrants that organizer. Once will focus on
the students are they group their
very familiar agrees on a explanations
with. response, they and evidence to
must fill in the see whether or
area they are not they are
working on with grasping the
the response assignment
written in their correctly.
own words.
Towards the end

of the
assignment
students will
choose a reporter
and they will
present their
work to the class
where we will
analyze the work
and provide
feedback on it.
Formative The vocabulary After the lesson For this For this On this day
Assessments quadrants has is complete assessment’s assessment students will be
students focus on students will students will be students will working on an
different areas write a short focusing on reactive an EBSR. In order
and skill in order response on why there own views assignment to see if they
to show they believe it is for the topic where they followed my
understanding of important to and will have to have to expectations I
a word. To know the authors defend them determine the will ask them to
assess students point of view. with evidence authors point of color code the
understanding They will have that they found view as well as E’s in order to
students will to explain why in the article. point out the prove that they
have to create a they believe it is authors voices used all four
complete important and in the small and answered
explain what it
sentence using
the word in the does for the exerts pervaded the question
sentence. audience. to them. correctly.
Summative, “Trust”
Post- What does it mean to be trustworthy? It means that when you say something, people can belie
ve that it is true. It means that if you say you are going to do something,
Assessment people know that you will. We all have times in our lives when we let our parents down. I kno
w I have, most recently when I completely forgot to water my mother's orchids when she was
out of town. Some of the orchids died, and my mother was really upset. It is important to know
how to rebuild trust after you have made a mistake.
Actions speak louder than words. If you have lost your parents' trust by not keeping your word
, you can rebuild trust by doing what you are supposed to do in the future. Do your chores and
help out around the house? Keep your room at least somewhat neat. Your parents may be wary
at first. My mother was not comfortable having me take care of her orchids the next time she
went out of town, but after the great job I did assisting the plant sitter, she began to trust me ag
ain. She allowed me to take care of her orchids when she was home. I did a good job, and now
I can be a plant sitter again the next time she must leave town. As you consistently show that y
ou do what you say you will do, your parents will begin to trust you again.
Talking with your parents is also important to gain their trust. Sometimes people don’t tell the
truth because they are embarrassed or ashamed. When I didn't make the varsity soccer team, I
stayed quiet for so long that my parents thought I was hiding a terrible secret. Really, I was jus
t embarrassed to tell them what happened. I was afraid they would think less of me. Remember
that everyone feels embarrassed or ashamed sometimes. We all have bad days at school or wo
rk. We all fail sometimes.
When you have a bad day, or when you fail at something important to you, talk to your parents
about how you feel. They may have memories they can share that will help you realize you ar
e not alone. When I told my parents about the soccer team, my dad told me that when he was i
n high school, he once lost a football game for the school by scoring a touchdown at the wrong
end of the field! You will appreciate your parents’ honesty, and you will see that your parents
appreciate your honesty. Over time, being honest with your parents will become second nature
. Your parents will begin to believe that you tell the truth. Your relationship will grow. When
you have trust with your parents, you will find that they can be your best friends.
You can lose your parents’ trust very quickly if you lie about something or if you break a rule.
It takes longer to rebuild trust than it does to lose it. It took about six months before my parent
s trusted me again after I killed the orchids. Just keep being responsible and honest.
Assessment Technology, Inc. 2007
1)Read the sentence.
"It took about six months before my parents trusted me again...."
What does the author most likely want to convince the reader of in this sentence?
e) that he or she must be patient
f) that he or she has several options
g) that he or she should do more chores
h) that he or she should make new friends
2) What is one of the author’s purposes for writing this text?

e) to persuade the reader that it is possible to regain trust
f) to persuade the reader to trust most authors
g) to persuade the reader that most people are trustworthy
h) to persuade the reader to trust his or her siblings
3) What is the author's purpose for writing the second paragraph?

e) to give an example of how quickly trust can be regained
f) to give an example of how one can work to regain trust
g) to give an example of when you should realize not to trust a person
h) to give an example of when you should give someone a second chance
4)
What statement supports the position that, when working to establish trust, your actions are im
portant?
e) "What does it mean to be trustworthy? It means that when you say something, people
can believe that it is true."
f) "She allowed me to take care of her orchids when she was home. I did a good job, an
d now I can be a plant sitter again the next time she must leave town."
g) "When I didn't make the varsity soccer team, I stayed quiet for so long that my parent
s thought I was hiding a terrible secret. Really, I was just embarrassed...."
h) "When you have a bad day, or when you fail at something important to you,
talk to your parents about how you feel."

e) It is better to tell secrets to your friends.
f) Through experience, people learn how to trust.
g) Through experience, people learn not to lie.
h) It is usually a better idea to follow a schedule.
i)
“Picasso’s Famous Art”
One of the most famous painters of all time is Pablo Picasso. He was born in 1881 in Spain an
d died in 1973 in France. In his 92 years, he made so many paintings that he earned a spot in th
e Guinness Book of World
Records as the “most prolific painter.” There is a whole museum dedicated to Picasso in Barc
elona, Spain. It contains most of his early workabout 3500 paintings! Picasso painted in many
different styles, including Cubism and Expressionism. It’s interesting the way an artist’s life ca
n be reflected in his or her paintings. As Picasso himself said, “Painting is just another way of
keeping a diary.”
The Blue Period

Many times, art critics break an artist’s life down into “periods,” in which the artist paints in a
certain style or with a certain theme in mind. One of Picasso’s famous early periods is called t
he Blue Period, which lasted for about four years (1901-
1904). As you can guess, this means that most of the paintings he did during this time are in s
hades of blue. Some say this was because one of his best friends had died, and so Picasso was
very sad. Some say Picasso was also depressed because he was poor. Most of these pictures ar
e of gloomy people, such as women in prison or beggars.
The Rose Period

Soon after the Blue Period came the Rose Period (19041906). Picasso had moved to Paris, Fra
nce, met some new friends and other artists, and seemed to perk up. Many of his Rose Period p
aintings are of circus actors, including acrobats and clowns. People liked these paintings a lot
more than the Blue paintings, and so Picasso started making money. That will make anyone fe
el better!
The Cubist Period

Picasso’s most interesting and influential paintings are in the Cubist style, which he,
along with another artist, Georges Braque, invented around 1907. It is said that they were inspi
red by African art. Picasso would take an ordinary subject, like a woman’s face, and break it u
p into geometric shapes. Her eyes might be big circles, her nose a triangle, her lips two rectang
les. It sounds weird, but Cubist paintings are really neat to look at. Most artists’ paintings up u
ntil this time were very realisticthey looked like their subjects: people, fruit, or landscapes. But
these Cubist paintings were abstract,
meaning that they only somewhat resembled the subject. After all, a nose is not a triangle! So
me say Picasso painted like this because he liked to try new things all the time. Apparently, he
got bored easily. Another explanation might be this quote from Picasso: “I paint objects as I th
ink them, not as I see them.”
Picasso’s Influence
Critics say that Picasso really changed the whole world of art when he started painting abstract
ly. If you ever go to an art museum, you can see that a lot of paintings done in the 1900s have t
his abstract style. Many famous painters, including Salvador Dali, say that Picasso was a big i
nfluence on them. Some people don’t understand what these Cubist paintings mean. But I thin
k they give the viewer a feeling, which is better than ameaning. As Picasso himself said, “Pain
ting is a blind man’s profession. He paints not what he sees, but what he feels, what he tells hi
mself about what he has seen.”
6) What is one purpose of this text?

e) to describe the man who co-founded the Cubist movement with Picasso
f) to describe the effect Picasso and the Cubist movement had on later art
g) to describe the trips to Africa that influenced Picasso's paintings
h) to describe why Salvador Dali was jealous of Picasso's paintings
7) What words does the author use to emphasize how Picasso created abstract art?
e) "paintings are of circus actors"
f) "her nose [might be] a triangle"
g) "women in prison or beggars"
h) "one of his best friends had died"
8) Which of these sentences from the text is an opinion?

e) "He was born in 1881 in Spain and died in 1973 in France."
f) "But I think they give the viewer a feeling, which is better than a meaning."
g) "Her eyes might be big circles, her nose a triangle, her lips two rectangles."
h) "Most of these pictures are of gloomy people, such as women in prison or beggars."
9)
Which quotation confirms that Picasso's paintings did not always resemble real objects or peop
le?
e) "Most of these pictures are of gloomy people, such as women in prison or beggars."
f) "Many of his Rose Period paintings are of circus actors, including acrobats and clown
s."
g) "Another explanation might be this quote from Picasso: 'I paint objects as I think the
m, not as I see them.'"
h) "If you ever go to an art museum, you can see that a lot of paintings done in the 1900
s have this abstract style.
STEP Standard 5 - Implementation of Instructional Unit

Implement the unit you have designed. You have already implemented and analyzed the pre-
assessment. In this topic, you will implement all lesson activities, correlating formative
assessments and the summative post-assessment. Choose one of the lesson activities to video
record a 5-10 minute segment, review, and reflect on your teaching. Have your cooperating
teacher/mentor review the recording and provide feedback, if possible.
Video Recording Link: Turned in through OneDrive

Summary of Unit Implementation:
During every lesson this week students completed assignments which tested their level of
understanding. We focused on the standards 7 R.I.6 which focuses on major sections of an article and
the text structure as well. We worked individually, in groups, or in partners. I noticed that as the lesson
progressed so did students understanding. We were able to discuss most of our assignments as a class
and analyze the data that was received. We were able to make changes to their previous work and really
analyze areas of need. Being able to work with peers to analyze errors that were made allowed students
to ask questions about issues they had. Throughout the week we focused a lot on peer work in order to
obtain support as well ask and create questions that we might have.
Summary of Student Learning:

Overall students showed progression in the lesson. When first tested on this standard, results were not
very good. Student struggled to analyze the question and identify exactly what they had to do. They
were unsure of what exactly needed to get done. We took notes broke questions and text down in order
to get them to understand. We tested it through different assignments in order to get a grasp on whether
or not students had progressed. When they were turned in I was able to see growth from most students
allowing me to move on to the next strategy while also providing support to those need it. In the video, I
noticed a student not being able to understand the images used for an assignment and this makes me
want to look for more relatable content. The rest of the lesson was much smoother than the beginning
but I do want to make sure that I provide good material students can understand and connect too.
Because I noticed this pattern with this assignment, I allowed students to get close to the visual that was
being used in the assignment
Reflection of Video Recording:

After analyzing the video a few times there are a few things I believe I need to work on. One of them is
feedback. I want to improve the feedback I provide to the students. We worked on vocabulary and I
know this is an area that my students tend to struggle with. I want to make sure they understand the
word and really push themselves to obtain the understanding of a word. I also want students to start
applying the word in different ways. I want to make sure students are challenging themselves and
pushing one another in order to show their understanding. I also noticed that the timing is off. What I
mean by this is that at times we flew right through the lesson but we also crawled through it. I want the
lesson to be much smoother and straight forward in order to make the lesson much more accessible to
students. Something that I liked and wants to continue to improve on is classroom management. It
might not seem like that in the video but I asked peers what areas they believed I did best in and they all
noted that my classroom management was good for a new teacher. I spoke to many people who are
teachers and tried obtaining different strategies to have good classroom management. I know and
understand how important classroom management is so this is an area I want to keep improving in and
progressing.
STEP Standard 6 - Analysis of Student Learning

Post-Test Data: Whole Class - Once you have assessed your students’ learning on the topic, collect and
analyze the post-test data to determine the effectiveness of your instruction and assessment.
Number of Students Number of Students
Pre-Test Post-Test
Highly Proficient 3 8
(90%-100%)
Proficient
(80%-89%) 6 13
Partially
Proficient 14 3
(70%-79%)
Minimally
Proficient 2 1
(69% and below)
Post-Test Analysis: Whole Class
After analyzing data from the pre and post assessment I believe students gained an understanding
of the material that was covered. In the preassessment students were tested on both 7.RI.2 and
7.RI.6. For the post-assessment, we focused on both of those standards but also included 7.RI.4.
Not only did the students show understanding of both the pre-assessment standards but the new
one that was covered in class as well. When analyzing the chart above we can see that as a class
we improved in all areas
Progress was shown in the student's results. In the pre-assessment, we can see that students
struggled with both the standards that were covered in the post we can see that they gained an
understanding of the material. This is shown through the growth in results. Even though there are
a few students who did not grow much they still manage to show some growth. In most cases,
students were close to showing understanding of materiel in the pre-assessment but made simple
mistakes in their decision making
Post-Assessment Analysis: Subgroup Selection
The group of students I decided to focus on were students with IEP’s or students who receive
extra support from the school. The reason for this is because in other classes results were not as
high for these groups of students and I want to see why or analyze why this might be the result.
Post-Assessment Data: Subgroup (Gender, ELL population, Gifted, students on IEPs or 504s, etc.)
Pre-Test Post-Test
Exceeds 0 1
Meets 1 2
Approaches 2 2
Falls Far Below 3 1
Post-Assessment Analysis: Subgroup
For the most part students in my subgroup did well. Only one student stated in the area they were
in on the pre-assessment but overall most students progressed. If we look at the data as well as the
charts, we are working on we can see that overall the class improved.
Overall students showed improvement in this lesson. It seems like students were confused about
the standard itself causing issues in the preassessment. During the lesson, itself group work as
well as individual support. Lessons were also extended at times in order to obtain a full
understanding of the standards/objectives being covered. For the student who stayed at the same
level, more individual support will be used in order to see what they are struggling with.
Post-Assessment Data: Remainder of Class

Pre-Test Post-Test
Exceeds 3 7
Meets 5 11
Approaches 12 1
Falls Far Below 1 0

Post-Assessment Analysis: Subgroup and Remainder of Class
After analyzing the class and the subgroup growth can be seen. Students improved from the post
and the pre-assessments. Overall most student either moved up a spot or two but progress was
made. Working with students in groups and individually on this objective allowed this to happen.
The standard itself ask students to focus on the author and working with each other and following
proper procedure allowed for progress to be made.
After analyzing these results, the objective, itself will remain the same. Even though students
have progressed and have shown some consistency with the assessment mastery of the standard
itself has not been reached by all. Different assessments that are much more challenging will be
used to assure mastery of the standard and objective.
STEP Standard 7 – Reflecting on Instruction to Improve Student
Progress
Improved Practice Based on the Unit of Study
Based on the experience of developing and delivering your instructional unit, list three short-
term goals to improve specific areas of your teaching practice based on the unit of instruction
and describe your plan to reach each short-term goal.
Plan to Reach the Goal (i.e., professional

Short-Term Goal development, research on the Internet,
observation of a veteran teacher, etc.)
1. Feedback As a teacher, I want to be able to provide
students with proper feedback on the work
they complete as well as on their participation
during a lesson. During this course, I have
been able to observe some teachers and
mentors who do great in this area and I will
be contacting them for further support. I will
observe them as well as discuss areas of
improvement with them.
2. Student Feedback When working on these assignments I want
students to be able to provide each other with
proper feedback as well. In this district, we
use a strategy that motivates students to show
their understanding of the material by having
students provide each other feedback. When
students can apply what they learn and help
others it shows their understanding of the
material and allows them to be the teacher. I
have spoken to my mentor and she has
explained to me that we will be having
professional development in this area over the
summer. I will continue to look into this area
and learn what I can now to be well prepared
for the summer.
3. Questioning Like feedback I want o to be able to question
my kids and challenge them during a lesson.
In order to do this properly and effectively, I
need to improve my questioning on the
material being covered. I feel my questioning
is good but still has room to improve. In order
to do this, I will be observing other teachers
in the subject. I have spoken to the principle
in order to allow this to happen and see
different approaches teachers take to
questioning.

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GRAND CANYON UNIVERSITY STUDENT TEACHING

EVALUATION OF PERFORMANCE (STEP)

Complete STEP Standard, 1 Part I that includes:

You are required to submit this assignment to Turnitin.

Please note, that in order to submit this assignment, you must:

STANDARD 1, PART I: COMMUNITY, DISTRICT, SCHOOL, &

Discuss the possible effect these characteristics could

AGREEMENT AND SIGNATURE

Teacher Candidate Date:

Unit Topic: Authors Point of View

Unit Title: Digging Deeper

National or State Academic Content Standards

"Three Types of Faults"

6) What is the purpose of this text?

7) What is the purpose of this text?

8) Which statement is supported by the text?

9) Based on the text, which conclusion is most valid?

Falls Far Below 8

2) What is one of the author’s purposes for writing this text?

3) What is the author's purpose for writing the second paragraph?

5) Which statement is supported by the text?

“Picasso’s Famous Art”

The Blue Period

The Rose Period

6) What is one purpose of this text?

8) Which of these sentences from the text is an opinion?

STEP Standard 4 - Unit and Lesson Planning

Academic labor Author’s Cite labor point of view

government and the tobacco industry to protect these young workers.

Technology "This reportword

said André Calantzopoulos,

UP A STORM!®©1995 VOCABULARY READ

– TENSES & CONJUGATING

PAST on any farm, anywhere,"

UP A STORM!®©1995 VOCABULARY ACQUISITION.4

– TENSES & CONJUGATING

word / part of speech / etymology/connotation

LEARN IT! word / part of speech / etymology/connotation word

FUTURE FUTURE Author:__________________________________________________________________________________

VOCABULARY ACQUISITION.4 WRITE

MS/HSUP A STORM!®©1995-2012 VOCABULARY ACQUISITION.4 MS/HS

Towards the end

2) What is one of the author’s purposes for writing this text?

3) What is the author's purpose for writing the second paragraph?

5) Which statement is supported by the text?

The Blue Period

The Rose Period

The Cubist Period

6) What is one purpose of this text?

8) Which of these sentences from the text is an opinion?

STEP Standard 5 - Implementation of Instructional Unit

Video Recording Link: Turned in through OneDrive

Summary of Student Learning:

Reflection of Video Recording:

STEP Standard 6 - Analysis of Student Learning

Post-Test Analysis: Whole Class

Post-Assessment Analysis: Subgroup Selection

Falls Far Below 3 1

Post-Assessment Analysis: Subgroup

Number of Students Number of Students

Falls Far Below 1 0

Plan to Reach the Goal (i.e., professional

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