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: Arthea D. Simmons Academic Year: 2013 School: Whittaker Elementary Subject:ELA, Math, Science, Social Studies

Mentor Teacher: Mrs.Ihekweazu District: Orangeburg School District 5 Grade Level:3rd Dates of unit: from February 5th to February 29

Section I: Unit Title and/or Description: Sound Section II: Description of Students: Describe (1) the number of students,(2) demographics of the
students, and (3) any other special features or important information that you included in your Long Range Plan as you described your students.

This is a third grade ELA, Math, Science, and Social Studies class where there are twenty one students. There are 11 students who are males and 10 students who are females. All students are of the African American race. 17 students receive free lunch, 3 students receive reduced lunch, and 1 student full lunch. There are a total of 4 students who have IEPs. There is 1 student who receives academic assistance from resource personnel. There are 3 students who receive assistance from speech personnel. There are 7 students whos reading level range from 1:0-1.9. There are 7 students whos reading level range from 2.0-2.9. There are 7 students whos reading level range from 3.0-3.9.

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 11 students who are males and 10 students who are females. All students are of the African American race. 17 students receive free lunch, 3 students receive reduced lunch, and 1 student full lunch. There are a total of 4 students who have IEPs. There is 1 student who receives academic assistance from resource personnel. There are 3 students who receive assistance from speech personnel. There are 7 students whos reading level range from 1:0-1.9. There are 7 students whos reading level range from 2.0-2.9. There are 7 students whos reading level range from 3.0-3.9. 1. I will take my students social economic status and use it to determine what supplies I will require my students/parents to go out and purchase for various activities regarding the lesson. 2. I will take the number of students IEPs, students who receive academic assistance, and students who receive assistance from speech personnel into consideration as I plan my unit and lessons. Knowing that I have 4 students with IEPs, 1 student who receives academic assistance and 3 students who receive assistance in speech, I will have to find more strategies and ways to make sure that they learn the content that is being taught. 3. I will take the number of students whos reading levels range from 1.0 to 3.9 into consideration. When preparing for lessons and searching for different books to read, I will have to find books or documents that they can all read comfortably.

SectionIV: The Unit Plan Section IV A: Major Unit Objectives (Key Element 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

Correlated Standards/Expectations

95% of students will be able to recall that vibrating objects produce sound and that vibrations can be transferred from one material to another after the twenty minute lesson. 95% of students will be able to compare pitch and volume of

Standard 3-5.5

Standard 3-5.6

different sounds after the fifteen minute lesson. 95% of students will be able to recognize ways to change the volume of sounds after the fifteen minute lesson. 95% of students will be able to recall and explain how the vibration of an object affects pitch after the twenty five minute lesson. Standard 3-5.7

Standard 3-5.8

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) I will target my anticipatory set by showing videos and asking various questions about the lessons within the unit. I will target or complete instruction using a PowerPoint presentation and the Support Document for each standard in the unit. I will target or complete the guided practice by using questioning, giving examples, and reviewing various content or examples together for each standard and lesson within the unit. I will also project and use Study Island on the SMARTBoard to review various examples of content that coincides with unit standards and objectives. Experiments and examples will also be conducted using various material, instruments, and technology such as the xylophone, violin, internet and Ipad. I will give students valid and reliable worksheets and assessments for independent practice. Worksheets may come from online sources such as www.worksheetplace.com and questions may also be pulled from the Reading and Writing in Science Workbook and the Standards Test Preparation Workbook. In addition, independence practice and test questions will also be created and formulated by the teacher. The closure of lessons will be conducted using grand conversation with questioning from the teacher to direct conversation. Journaling will also be used so that students can write and reflect on the content that was taught. Ticket out the door will also be another strategy to end lessons. Unit Objective Number(s) Unit Objectives 1, 2, 3, 4 Unit Objectives 1, 2, 3, 4

Unit Objectives 1, 2, 3, 4

Unit Objectives 1, 2, 3, 4

Unit Objectives 1, 2, 3, 4

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 allows me to establish a balance between grade-level academic standards and expectations and the needs, abilities and developmental levels of individual students by allowing me to plan effective grade level activities, create new strategies to peak students interest, and purchase or gather materials for experiments to help enhance learning. Strategies such as allowing students to work in groups well allow higher level students to help lower level students. I designed my instructional plan by reflecting on my students race, economic status, reading levels, and other factors. These characteristics and factors assisted

me with planning effective lessons and creating strategies that are relevant to them and ultimately motivate them to want to learn.

Section V A: Unit Assessments (Key Element 3.A) List the key unit assessments. Type of Assessment (Check one for each assessment) Teacher-Made Commercially (A copy of each teacher Available

Key Unit Assessments (Key Element 3.A)

made assessment must be attached to this plan.)

Sound Im All Ears

Pitch and Volume

Vibrations and Pitch

Cumulative Assessment on Sound

Reflect on the unit assessments: (1) How did you determine that your unit assessments are valid and reliable for all students? (2) How did you use your prior understanding of students skills to plan your instruction?

I determined if my unit assessments were valid and reliable for all students by viewing and observing to see whether or not the assessments coincides with the information that I taught before issuing. I also compared and contrasted these assessments to the standards and unit objectives. I used my prior understanding of my students skills to plan instruction. While preparing for instruction, I reflected upon the fact that all of my students were of the African American race so I used instruments in this unit that they would normally hear. However, I also introduced them to instruments that they may not have heard. I also took into consideration that my students were more visual and kinestic learners so I used my Ipad and powerpoints to instruct lessons and I also allowed them to get involve and use their hands during instruction.

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) Time frame adjusted

Evaluation Criteria (Key Element 3.C) A = 93 100 B = 92 85

: Post-Assessment(s)

Students may be given a nd 2 attempt

: Other Assessment(s)

Unit Objective 2: Pre-Assessment(s) Time frame adjusted

: Post-Assessment(s)

Students may be given a 2nd attempt.

: Other Assessment(s)

Unit Objective 3: : Pre-Assessment(s)

Time frame adjusted

: Post-Assessment(s)

Students may be given a 2nd attempt.

: Other Assessment(s)

Unit Objective 4: : Pre-Assessment(s) Time frame adjusted

: Post-Assessment(s)

Students may be given a 2nd attempt.

: Other Assessment(s)

C= 84 77 D= 76 70 F= 69 - 60 A = 93 100 B = 92 85 C= 84 77 D= 76 70 F= 69 - 60 A = 93 100 B = 92 85 C= 84 77 D= 76 70 F= 69 - 60 A = 93 100 B = 92 85 C= 84 77 D= 76 70 F= 69 - 60 A = 93 100 B = 92 85 C= 84 77 D= 76 70 F= 69 - 60 A = 93 100 B = 92 85 C= 84 77 D= 76 70 F= 69 - 60 A = 93 100 B = 92 85 C= 84 77 D= 76 70 F= 69 - 60 A = 93 100 B = 92 85 C= 84 77 D= 76 70 F= 69 - 60 A = 93 100 B = 92 85 C= 84 77 D= 76 70 F= 69 - 60 A = 93 100 B = 92 85 C= 84 77 D= 76 70 F= 69 - 60 A = 93 100 B = 92 85 C= 84 77 D= 76 70 F= 69 - 60 A = 93 100 B = 92 85 C= 84 77 D= 76 70 F= 69 - 60

Unit Objective 5: :Pre-Assessment(s)

Time frame adjusted

: Post-Assessment(s)

Students may be given a 2nd attempt.

: Other Assessment(s)

Section V C:After administering the pre-assessment(s), (1) analyze student performance relative to the
unit objectives. (2) Attach one or more clearly labeled tables, graphs, or charts that depict the results of the pre-assessment(s) in a format that allows you to find patterns of student performance relative to each objective. (3) Summarize the results of the pre-assessment(s) and describe the implications of these results on instruction.

After administering the pre-assessments on sound and analyzing student performance relative to the unit objectives, I noticed that my students did not know much about sound. I noticed this when I reflected upon their performance on the pre-assessment. However, after teaching lessons throughout the unit, I realized that my student performance increased in the post assessment results. I believe that constant drilling and review of content increased the level of performance throughout the unit.

Section VI: Analysis of Student Learning (Key Elements 3.B and 3.C)
Once you have completed the unit, analyze all of your assessments and determine your students progress relative to the unit objectives. (1) Did the information increase your understanding of individual students performance? (2) Attach clearly labeled tables, graphs or charts that depict student performance ( strengths and weaknesses) for the entire class, for one selected subgroup and for at least two individual students. For each visual representation, (3) provide a descriptive narrative that summarizes your analysis of student progress and achievement. Finally, (4) explain the ways in which you have assigned student grades (or other indicators of student performance), and what were the overall results? Based on the overall results, (5) did the students gain from this unit all that you expected? Why or why not? (6) Include a description of the ways in which these results have been recorded as well as how and to whom theyhave been reported.

Yes, the analysis of student learning (assessments) increased my understanding of students performance. Analyzing the assessments that were administered allowed me to see if my students were grasping the content knowledge that was implemented in the sound unit. In this particular unit, I assigned students grades by using the teachers grader. The teachers grader allowed me to give various amounts of questions at my discretion while providing me with the accurate grade after counting the amount of questions and answers that students got wrong. After administering assessments, I was able to see overall results and progress of student performance. Based on the overall results, my students gained all that I expected. After analyzing data, I noticed when I issued the pre-assessment, my students did not know much about sound. However, after teaching the unit I noticed an increase in the post assessments results. Although 100% of my students did not perform well, I am impressed that approximately 85% gained what I expected from this unit. They were able to gain from this unit because of their hard work and focus. These results have been recorded in the grade book as well as Power Teacher, which is a computer program that allows teachers to record grades electronically. These grades have also been reported to the principal for other reasons.

Section VII. Reflection and Self-Assessment (Key Elements 3.B and 2.C)
(1) Reflect on and describe the relationship between your students progress and achievement and your teaching performance. If you were to teach this unit again to the same group of students, (2) what, if anything, would you do differently, and why? What (3) specific aspects of the instruction need to be modified?

I would say that my students progress definitely a reflection of my teaching performance. After administering the pre-assessment and reflecting upon the scores of my students, I got a good idea of the things they needed help on and the things they already knew. Reflecting upon their performance gave me the majority of the information I needed to make this unit a success. However, if I were to teach this unit again to the same group of students, I would limit the amount of content that I implemented each day. There was a great amount of content that was covered each day within this unit and I think that minimizing the amount of content would allow my students to learn and perform effectively. The three aspects of instruction that needs to be modified are the amount of content implemented each day, many more experiments and fun activities, and more experimenting with musical instruments.