SCHOOL OF EDUCATION CLAFLIN UNIVERSITY UNIT WORK SAMPLE GUIDELINES

Successful teacher candidates support learning by designing a Unit 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 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.

Revised Fall 2013 ACEI/NAEYC 2010 Standards

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

Candidate: Hillary Tindall Academic Year: 2014 School: Whittaker Elementary School Subject: ELA, Math, Science, and Social Studies

Cooperating Teacher: Faye Thompson District: Orangeburg Consolidated School District 5 Grade Level: 2nd Dates of unit: from January 27th to February 14th

Section I: Unit Title and/or Description: ELA: Lessons and Morals. This unit focused on lessons and morals from folktales and stories. The unit also focused on comparing and contrasting stories from different cultures as well answering and asking questions. Social Studies: Changing Communities. This unit focused on the three types of communities and the changes of communities from long ago to present day.

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 second grade ELA, Math, Science and Social Studies class with 19 students. There are 12 boys and 7 girls in the class. 16 of the students are of the African American race, and 2 of the students are of the Hispanic race. In the class, there are 17 students who receive reduced lunch, 1 student who receives free lunch, and 1 student who pays for lunch. None of the students have IEPs. The class has 3 students who identify as English Language Learners. These students receive assistance from the districts TESOL instructor. There is 1 student whos reading level ranges from 0.0-0.09. There are 9 students whose reading level ranges from 1.01.9. There are 7 students whose reading level ranges from 2.0-2.9. There are 3 students whose reading level ranges from 3.0-3.9.

Revised Fall 2013 ACEI/NAEYC 2010 Standards

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 12 male students and 7 female students in the class. 16 of the students are of the African American race, and 3 students are of the Hispanic race. There are 17 students who receive reduced lunch, 1 student who receives free lunch, and 1 student who pays for lunch. None of the students have IEPs. The class has 3 students who identify as English Language Learners. These students receive assistance from the districts TESOL instructor.

There is 1 student whos reading level ranges from 0.0-0.09.

There are 9 students whose reading level ranges from 1.0-1.9. There are 7 students whose reading level ranges from 2.0-2.9. There are 3 students whose reading level ranges from 3.0-3.9. I will take the socioeconomic status of my students into consideration during unit planning and instruction. I will use it to determine the number of supplies and types of supplies I will require students to bring to class or possible purchase for certain activities or projects. I will also consider purchasing supplies to keep in the classroom for students to use while in school. I will take the number of English Language Learners in the class into consideration during unit planning and instruction. These students receive assistance from the districts TESOL instructor. I will use a variety of strategies to ensure that they are comprehending the content of the lesson. I will also work individually with the students and may also have to read them certain passages related to the lesson. I will take the range of reading levels of my students into consideration during unit planning and instruction. The class consists of students whose reading levels range from 0.0 to 3.9. I will have to find books and passages that will cater to all of the reading levels when preparing for lessons. I will also consider ways to challenge those students who have a higher reading level as well as assist those students who have a lower reading level. The background information used as a guide when creating lesson plans and assessments. The data provides me with the necessary information that will be beneficial when planning to differentiate activities. Overall, the information provided will allow me to better understand the students and will be resourceful in the development of my lesson plans for units which ultimately will result in my teaching students interesting and engaging lessons to promote their learning and overall success.

Revised Fall 2013 ACEI/NAEYC 2010 Standards

Section IV: The Unit Plan Section IV A: Major Unit Objectives (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

Correlated Standards/Expectations
RL.2.9.

English Language Arts

1) 95% of students will be able to compare and contrast two or more versions of the same story (e.g. Cinderella stories) by using different authors or from different cultures. 2) 95% of students will be able to recount stories, including fables and folktales from diverse cultures, and determine their central message, lesson, or moral. 3) 95% of students will be able to ask and answer such questions as who, what, where, when, why, and how to demonstrate understanding of key details in a text

RL.2.2. RI.2.1.

Social Studies
4) 95% of students will be able to recognize the features of urban, suburban, and rural areas of the local region. 5) 95% of students will be able to summarize the changes that have occurred in the local community over time, including changes in the use of land and in the ways people earn their living. 2-1.3 2-1.4

Section IV B: Unit Plan

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. SUBJECT: English Language Arts

Instructional Plan for the Unit

Activities/Strategies/Materials/Resources I will target my anticipatory set by showing a video from studyisland.com. The video will be related to the lessons within the unit. Following the video, I will ask several questions pertaining to the lessons. I will complete direct instruction by using the Reading Street textbook and a PowerPoint presentation. When using the textbook, students will follow along in the textbook and may be asked to read. The guided practice will include the class answering questions about the text. The questions will be found either in the Reading Street textbook or from studyisland.com. The class will discuss the answers of questions for the lessons in the unit. As independent practice, students will be given a valid worksheet. These worksheets will be commercially made by studyisland.com. The closure of the lesson will include a review session of questions. The questions will review information presented throughout the lessons of the unit. Ticket out the door will be another strategy used. Integration of the Arts: I will integrate the arts by having students do a dramatic reading of the text. The activity will be related to theater arts. Integration of Health: I will integrate health by having students discussing different lessons/morals regarding health as well as compare and contrast stories regarding healthy lifestyles. Students may also find books about health related to the lesson topics. Integration of Physical Education: I will integrate physical education by allowing the students to engage in movements related to certain words in the text. For example, students will jump when they read the word jump in the text. Unit Objective Number(s) Unit Objectives 1, 2, and 3

Unit Objectives 1, 2, and 3

Unit Objectives 1, 2, and 3

Unit Objectives 1, 2, and 3 Unit Objectives 1, 2, and 3

Unit Objectives 1, 2, and 3 Unit Objectives 1, 2, and 3

Unit Objectives 1, 2, and 3

Revised Fall 2013 ACEI/NAEYC 2010 Standards

SUBJECT: Social Studies

Instructional Plan for the Unit

Activities/Strategies/Materials/Resources I will target my anticipatory set by showing videos related to the subject as well as asking several questions about the lessons in the unit. I will complete direct instruction by using the Social Studies textbook and a PowerPoint presentation. When using the textbook, students will follow along in the textbook and may be asked to read. The guided practice, will include the class answering questions about the text. Some of the questions may be found in the Social Studies textbook or I will create discussion questions based on the information from the lessons in the unit. As independent practice, students will be given a valid worksheet. These worksheets may be teacher made or may come from the Social Studies workbook. The closure of the lesson will include a review session of questions. The questions will review information presented throughout the lessons of the unit. Ticket out the door will be another strategy used. Integration of the Arts: I will integrate the arts by having students draw a picture representing the information presented in the lessons. I will also use music to create songs about the lessons in the unit. Integration of Health: I will integrate health by having the students give examples of ways to stay healthy in the different communities as discussed in the lessons of the unit. Integration of Physical Education: I will integrate physical education by having students demonstrate different physical activities such as jogging, playing a sport or stretching that can be found in the communities discussed in the lesson topics of the unit. Unit Objective Number(s) Unit Objectives 4 and 5 Unit Objectives 4 and 5

Unit Objectives 4 and 5

Unit Objectives 4 and 5 Unit Objectives 4 and 5

Unit Objectives 4 and 5

Unit Objectives 4 and 5 Unit Objectives 4 and 5

Reflect on the instructional plans for the units: 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) Disc uss how you designed your instructional plan using students characteristics, needs and learning contexts.

The instructional plan allows me to establish a balance between grade-level academic standards and expectation and the needs, abilities and developmental levels of individual students by allowing me to prepare effective lesson plans that will meet the needs of all the students. I will be allowed to plan grade level activities and create new strategies that will enhance student learning as well as cater to their skills. Various strategies such as using technology, allowing students to work in groups, using hands on activities and incorporating music and dance will be used to teach students on varying levels. These various strategies will give me the opportunity to teach the content through different approaches allowing students on varying levels to grasp the content. I designed my instructional plan using students characteristics, needs, and learning contexts. The socioeconomic status, reading levels and race of the students influenced the design of my instructional plan by guiding me in planning effective lessons, activities, and strategies that will be relatable to the students. The relevance of such strategies and activities will ultimately motivate the students to want to learn more and become more engaged.

Revised Fall 2013 ACEI/NAEYC 2010 Standards

Section V A: Unit Assessments - 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

made assessment must be attached to this plan.)

Lessons and Morals Asking and Answering Questions Compare and Contrast Urban, Suburban and Rural Change in Communities

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 that my unit assessments are valid and reliable for all students by making sure that the assessments aligned with the content that was taught in the unit. I also made sure that the assessments aligned with the standards and unit objectives. Lastly, I held a review session before giving the assessments to determine whether the students fully grasped the content taught in the lesson and/or unit. I used my prior understanding of students skills to plan my instruction. I reflected on the range of reading levels in the class to choose the proper reading material used during the unit. I also used examples in the lessons that students can relate to. For example, I used familiar fables and examples of their community and surrounding area. I realized that my students enjoy using music and movements to learn. I used this knowledge to incorporate songs into the unit in such a way that students will strengthen their knowledge of the topic.

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
Unit Objective 1: : Pre-Assessment(s)

Accommodations
The time adjusted. frame might

Evaluation Criteria

: Post-Assessment(s)

be A= 100-93 B= 92-85 C= 84-77 D= 76-70 F= 69 and below Depending on the results, a A= 100-93 second attempt may be given to B= 92-85 students. C= 84-77 D= 76-70 F= 69 and below

: Other Assessment(s)

Revised Fall 2013 ACEI/NAEYC 2010 Standards

Unit Objective 2:

:Pre-Assessment(s)

The time adjusted.

: Post-Assessment(s)

be A= 100-93 B= 92-85 C= 84-77 D= 76-70 F= 69 and below Depending on the results, a A= 100-93 second attempt may be given to B= 92-85 students. C= 84-77 D= 76-70 F= 69 and below

frame

might

: Other Assessment(s)

Unit Objective 3:

: Pre-Assessment(s)

The time adjusted.

: Post-Assessment(s)

be A= 100-93 B= 92-85 C= 84-77 D= 76-70 F= 69 and below Depending on the results, a A= 100-93 second attempt may be given to B= 92-85 students. C= 84-77 D= 76-70 F= 69 and below

frame

might

: Other Assessment(s) Unit Objective 4: : Pre-Assessment(s) The time adjusted. be A= 100-93 B= 92-85 C= 84-77 D= 76-70 F= 69 and below Depending on the results, a A= 100-93 second attempt may be given to B= 92-85 students. C= 84-77 D= 76-70 F= 69 and below frame might

: Post-Assessment(s)

: Other Assessment(s)

Unit Objective 5: Pre-Assessment(s)

The time adjusted.

: Post-Assessment(s)

be A= 100-93 B= 92-85 C= 84-77 D= 76-70 F= 69 and below Depending on the results, a A= 100-93 second attempt may be given to B= 92-85 students. C= 84-77 D= 76-70 F= 69 and below

frame

might

Revised Fall 2013 ACEI/NAEYC 2010 Standards

: Other Assessment(s)

ELA 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 preassessment(s) and describe the implications of these results on instruction.

After administering the pre-assessments on the ELA unit objectives, I noticed that at least half of the students knew some information in regards to the lesson topics. The students performances on the pre-assessments did not align with the three ELA unit objectives. The performance of my students on their pre-assessments let me know the areas that I needed to focus more on during my lessons. I planned my instruction to concentrate on content that student may have had problems with understanding. Compare Questions Student 1 Student 2 Student 3 Student 4 Student 5 Student 6 Student 7 Student 8 Student 9 Student 10 Student 11 Student 12 Student 13 Student 14 Student 15 Student 16 Student 17 Student 18 Student 19 and Contrast Lessons and Student 1 50 100 80 30 40 70 10 50 80 90 40 50 30 70 0 60 50 60 70 Student 2 Student 3 Student 4 Student 5 Student 6 Student 7 Student 8 Student 9 Student 10 Student 11 Student 12 Student 13 Student 14 Student 15 Student 16 Student 17 Student 18 Student 19 60 100 100 90 20 90 60 60 100 100 60 100 90 80 50 90 90 80 80 Asking Morals Student 1 Student 2 Student 3 Student 4 Student 5 Student 6 Student 7 Student 8 Student 9 Student 10 Student 11 Student 12 Student 13 Student 14 Student 15 Student 16 Student 17 Student 18 Student 19 30 80 80 40 0 90 40 40 70 80 30 50 70 70 40 80 50 50 60 and Answering

Revised Fall 2013 ACEI/NAEYC 2010 Standards

Section VI: Analysis of Student Learning)

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 they have been reported.

The information provided by the analysis of the assessments increased my understanding of individual students performance. The assessments allowed for me to see what my students fully understood after the lesson was taught. I was also able to analyze the strengths and weaknesses of my students in regards to their understanding of the content. After adjusting my lesson plans and strategies to the needs of my students, I realized that majority of the students performed better on the post-assessments. For those students who did not perform well on the post-assessments I used a small group to reteach the content. I have attached clearly labeled tables and charts depicting the results of the pre-assessments as well as post-assessments. These tables and charts allowed for me to find patterns of student performance relative to each objective. The results of both assessments were recorded in the grade book as well as recorded in Power School. The parents of students also received a progress report with the assessments attached.

Student 1 Student 2 Student 3 Student 4 Student 5 Student 6 Student 7 Student 8 Student 9 Student 10 Student 11 Student 12 Student 13 Student 14 Student 15 Revised Fall 2013 ACEI/NAEYC 2010 Standards

100 100 100 100 80 90 100 90 100 100 90 100 100 100 90

Compare Questions Student 1 Student 2 Student 3 Student 4 Student 5 Student 6 Student 7 Student 8 Student 9 Student 10 Student 11 Student 12 Student 13 Student 14 Student 15 Student 16 Student 17 Student 18 Student 19

and Contrast Lessons and 50 80 90 90 40 90 90 60 100 100 90 90 70 100 10 40 80 80 90

Student 16 Student 17 Student 18 Student 19

100 90 70 100

Asking Morals Student 1 Student 2 Student 3 Student 4 Student 5 Student 6 Student 7 Student 8 Student 9 Student 10 Student 11 Student 12 Student 13 Student 14 Student 15 Student 16 Student 17 Student 18 Student 19 100 100 100 100 80 90 100 90 100 100 90 100 100 100 90 100 90 70 100

and

Answering

Section VII. Reflection and Self-Assessment

(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 groups of students, (2) what, if anything, would you do differently, and why? What (3) specific aspects of the instruction need to be modified? I believe there is a relationship between my students progress and achievement and my teaching performance. The relationship shows growth in students understanding of concepts. I used various strategies and adjusted lessons, so that the students in the class would have multiple opportunities to grasp the content. Overall, my students showed growth and improvement throughout the unit. If I were to teach this unit again to the same groups of students, I would change a certain parts of my instruction. I would have more creative and hands on activities for students. For example, I would give the students the chance to write short passages pertaining to the standard and lesson topic. I believe the hands on activities would have helped the students in connecting and relating more to the lesson. Specific aspects of the instruction would need to be modified such as the amount of time and class participation. To modify the time, I would have spent more time on more challenging areas for students rather than trying to give an equal amount to each lesson topic. For example, I could have spent more time focusing on lessons and morals rather than answering and asking questions because students had more of a difficult time with that standard compared to the other.

Revised Fall 2013 ACEI/NAEYC 2010 Standards

Compare and Contrast Unit Objective 1

100 90 80 70 60 50 40 30 20 10 0

Scores

Students
Preassessment Post Assessment

Revised Fall 2013 ACEI/NAEYC 2010 Standards

Asking and Answering Questions Unit Objective 2

100 90 80 70 60 50 40 30 20 10 0

Scores

Student
Preassessment Postassessment

Lessons and Morals Unit Objective 3

100 90 80 70

Scores

60 50 40 30 20 10 0

Students
Preassessment Postassessment

Social Studies

Revised Fall 2013 ACEI/NAEYC 2010 Standards

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 preassessment(s) and describe the implications of these results on instruction.

After administering the pre-assessments on the Social Studies unit objectives, I noticed that most of my students did not know the information related to the lesson topics. The performances of students on the pre-assessments did not align with the two Social Studies unit objectives. The performance of my students on their pre-assessments let me know the areas that I needed to focus more on during my lessons. I planned my instruction to concentrate on content that student may have had problems with understanding. Urban, Student 1 Student 2 Student 3 Student 4 Student 5 Student 6 Student 7 Student 8 Student 9 Student 10 Student 11 Student 12 Student 13 Student 14 Student 15 Student 16 Student 17 Student 18 Student 19 Suburb, 80 100 100 20 60 100 40 0 100 100 80 100 100 80 20 20 60 40 100 and Rural Student 1 Student 2 Student 3 Student 4 Student 5 Student 6 Student 7 Student 8 Student 9 Student 10 Student 11 Student 12 Student 13 Student 14 Student 15 Student 16 Student 17 Student 18 Student 19 60 100 80 100 100 100 60 100 100 100 100 100 100 100 100 80 60 80 100 Long Ago or Today

Section VI: Analysis of Student Learning)

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 they have been reported.

The analysis of the assessments increased my understanding of individual students performance. The assessments allowed for me to see what my students fully understood after the lesson was taught. I was also able to analyze the strengths and weaknesses of my students understanding of the content. After adjusting my lesson plans and strategies to the needs of my students, I realized that majority of the students performed better on the post-assessments. For those students who did not perform well on the post-assessments, I used a small group to reteach the content. I have attached clearly labeled tables and charts depicting the results of the pre-assessments as well as post-assessments. These tables and Revised Fall 2013 ACEI/NAEYC 2010 Standards

charts allowed for me to find patterns of student performance relative to each objective. The results of both assessments were recorded in the grade book as well as recorded in Power School. The parents of students also received a progress report with the assessments attached. Urban, Suburb, and Rural Student 1 Student 2 Student 3 Student 4 Student 5 Student 6 Student 7 Student 8 Student 9 Student 10 Student 11 Student 12 Student 13 Student 14 Student 15 Student 16 Student 17 Student 18 Student 19 90 100 100 60 80 100 30 100 100 100 80 90 100 60 30 90 100 90 100 Student 1 Student 2 Student 3 Student 4 Student 5 Student 6 Student 7 Student 8 Student 9 Student 10 Student 11 Student 12 Student 13 Student 14 Student 15 Student 16 Student 17 Student 18 Student 19 60 100 100 40 20 100 90 50 100 100 60 100 100 80 30 90 90 90 100 Long Ago or Today

Section VII. Reflection and Self-Assessment

(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 groups of students, (2) what, if anything, would you do differently, and why? What (3) specific aspects of the instruction need to be modified? I believe there is a relationship between my students progress and achievement and my teaching performance. The relationship shows growth in students understanding of concepts as well as the effectiveness of my instruction. I used various strategies and a djusted lessons, so that the students in the class would have multiple opportunities to grasp the content. Overall, my students showed growth and improvement throughout the unit. If I were to teach this unit again to the same groups of students, I would change a certain parts of my instruction. I would have more creative and hands on activities for students. For example, I would give the students the chance to write short passages pertaining to the standard and lesson topic. I believe the hands on activities would have helped the students in connecting and relating more to the lesson. Specific aspects of the instruction would need to be modified such as technology and other resources. I would have incorporated technology more into the lesson by showing pictures of different communities in the country. I could have also used the library to find examples to present the class.

Revised Fall 2013 ACEI/NAEYC 2010 Standards

Urban, Suburb, and Rural Unit Objective 4

100 90 80 70 60 50 40 30 20 10 0

Scores

Students
Preassessment Postassessment

Long Ago or Today Unit Objective 5

100 90 80 70 60 50 40 30 20 10 0

Scores

Student 2

Student 3

Student 4

Student 13

Student 10

Student 11

Student 12

Student 14

Student 15

Student 16

Student 17

Student 18

Students
Preassessment Post Assessment

Revised Fall 2013 ACEI/NAEYC 2010 Standards

Student 19

Student 1

Student 5

Student 6

Student 7

Student 8

Student 9

Revised Fall 2013 ACEI/NAEYC 2010 Standards