EDUC 421: FIELD EXPERIENCES LEVEL III SCHOOL OF EDUCATION CLAFLIN UNIVERSITY 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 323: PROFESSIONAL CLINICAL PRACTICE SCHOOL OF EDUCATION CLAFLIN UNIVERSITY UNIT WORK SAMPLE

Student: Rashad Paige

Mentor Teacher: Mr.Hodges

Academic Year: Spring 2012-13

District: Orangeburg Consolidated School District 5 School: Brookedale Elementary Grade Level: 5th Subject: ELA/Social Studies Unit Title and/or Description: Development of a Nation

Section I: Major Unit Objectives (Key Element 2.A) Describe the major objectives of the unit and indicate the corresponding state standards.

Major Unit Objectives Key Element 2.A

5-3.1 Explain how the Industrial Revolution was furthered by new inventions and technologies, including new methods of mass production and transportation and the invention of the light bulb, the telegraph, and the telephone.

5-3.3 Summarize the significance of large-scale immigration to America, including the countries from which the people came, the opportunities and resistance they faced when they arrived, and the cultural and economic contributions they made to the United States. 5-3.4 Summarize the impact of industrialization, urbanization, and the rise of big business, including the development of monopolies; long hours, low wages, and unsafe working conditions on men, women, and children laborers; and resulting reform movements.

5-3.5 Summarize the reasons for the United States control of new territories as a result of the Spanish American War and the building of the Panama Canal, including the need for raw materials and new markets and competition with other world powers

Reflect on the unit objectives (Key Element 2.A) How did you craft these objectives so that the students understand both the objectives and their relevance?

These objectives are based

on the indicators from the South Carolina state standards for Social Studies. I crafted these objectives together because they all fall under the umbrella of development of a nation. All objectives are tied to the development of the United States into the nation it is today. I also used the pacing guide for Orangeburg County School District 5. This

pacing guide had these topics grouped together around the same time period. These were all influences for the crafting of these objectives.

Section II: Unit Plan (Key Element 2.B) Describe your instructional plan that is, the sequence of steps that you need to follow if your students are to achieve the unit objectives including the key activities or strategies and resources (e.g., materials, technology).

Instructional Plan for the Unit Key Element 2.B

Direct Instruction: the use of a PowerPoint presentation will be used for direct instruction. Note-Taking: the students will take notes from the information presented on the PowerPoint using the Cornell method of note-taking. Invention Project: Students will create their own invention and create a brochure. Performance: Students will create a mini commercial to advertise their invention to the class.

Reflect on the instructional plan for the unit (Key Element 2.B): How does this instructional plan establish a balance between grade level academic standards and expectations and the needs, abilities and developmental levels of individual students?

The instructional plan

above provides a balance between grade level academic standards and expectations because the instructional strategies used in this instructional plan are age and

developmental appropriate students at this age learn by doing and the instructional plan is designed to get students active in the lesson. There is also a diversity of instructional strategies that are used in this instructional plan like direction instruction, note-taking, an invention project, and a performance when presenting their new invention. The students will remember key concepts and apply it to their own lives when it is time for them to invent new inventions and attempt to market it to their classmates. The teachers role in this instructional plan is assist students in realizing that this time in the development of a nation was a time of new ideas and creativity which is much like it is in the present time.

Section III: Unit Assessments Key Element 3.A List the key unit assessments.

Type of Assessment (Attach Copies) Key Unit Assessments (Key Element 3.A)

Teacher-Made

Commercially Available

Invention Assessment: Students will be assessed on the creativity of their invention. Performance Assessment: Students will be assessed on the creativity of their commercials and the knowledge used from their notes and the PowerPoint presentation.

Unit Assessment: At the end students will be assessed on key points on the development of a nation by use of a unit quiz

Reflect on the unit assessments (Key Element 3.A): How did you determine that your unit assessments were valid and reliable for all students?

I have determined that my performance

assessment was valid and reliable because it allowed me to assess the students understanding of the content. The actual presentation may not have been reliable for each individual student, but while I walked around monitoring the students, I was able to assess the understanding of the individual students based on the brainstorming that occurred while thinking of their inventions and commercials. I believe the formative assessment was valid and reliable for each student. For this assessment, the students had to prove their knowledge of the understanding of being in a time of change. They then were challenged with the task of creating

something new that can be beneficial to others and presenting it in a way that would make people want buy it .

Section IV: Analysis of Student Performance (Key Element 3.B) Describe the way(s) in which you plan to analyze student performance. I plan to assess the Invention on its creativity and originality. Each invention will receive a score ranging from 1 being the lowest and 5 being the highest.
5 = 100 points 4 = 80 points 3= 60 points 2 = 40 points 1 = 20 points

The performance will be assessed on the creativity and presentation skills of the student. Each invention will receive a score ranging from 1 being the lowest and 5 being the
highest.
5 = 100 points 4 = 80 points

3 = 60 points 2 = 40 points 1 = 20 points

The unit assessment will consist of 20 questions with each question being worth 5 points.
20=100 points 19= 95 points 18= 90 points 17= 85 points 16= 80 points 15= 75 points 14= 70 points 13= 65 points 12= 60 points 11= 55 points 10= 50 points 9= 45 points 8= 40 points 7= 35 points 6= 30 points 5= 25 Points 4= 20 Points 3= 15 Points 2= 10 Points 1=5 Points

Based on the ways you plan to assess your students, how do you feel that this information will (a) increase your understanding of individual students strengths and weaknesses and (b) determine specific aspects of you instruction that need to be modified?

When I review the unit assessment, I will be able to assess whether or not students understood the individual unit. If after reviewing I find that students did not understand the content being taught, I will decide to adjust my teaching method until to there is an eighty percent pass rate on the unit assessment. The unit assessment will help me better understand what standards will have to covered me in-depth.

V. TIMELINE Provide a timeline for the completion of all of the activities in your unit plan.

Unit Title:

Duration:

5-3.1 Explain how the Industrial Revolution was furthered by new inventions and technologies, including new methods of mass production and transportation and the invention of the light bulb, the telegraph, and the telephone. 5-3.3 Summarize the significance of large-scale immigration to America, including the countries from which the people came, the opportunities and resistance they faced when they arrived, and the cultural and economic contributions they made to the United States. 5-3.4 Summarize the impact of industrialization, urbanization, and the rise of big business, including the development of monopolies; long hours, low wages, and unsafe working conditions on men, women, and children laborers; and resulting reform movements. 5-3.5 Summarize the reasons for the United States control of new territories as a result of the Spanish American War and the building of the Panama Canal, including the need for raw materials and new markets and competition with other world powers

2 Weeks

2 Weeks

2 Weeks

2 Weeks