unit work sample 4

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 student’s 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.EDUC 450: PROFESSIONAL CLINICAL PRACTICE

SCHOOL OF EDUCATION – CLAFLIN UNIVERSITY

UNIT WORK SAMPLE TEMPLATE

Candidate: JeLisa Ashby Cooperating Teacher: Mary Robinson Academic Year: 2015-2016

District: Orangeburg Consolidated District 5 School: Whittaker Elementary School Grade Level: 4th

Subject: Science/Reading Dates of unit: October 5th, 2015 to October 30th, 2015

Section I: Unit Title and/or Description: Properties of Light

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 fourth grade science and reading classroom at Whittaker Elementary School in Orangeburg, South Carolina. There are a total of twenty-three students in the classroom; this two females are African-American. All male students are also African American. The female students interests are fashion, hair, music, jump roping, drawing, reading and writing. They preferred to listen to Rap/Hip-Hop and R&B music. These particular female students’ career choices were to become a doctor, singer, veterinarian, and a teacher. All of them preferred to learn in smaller groups. The times that I gave the girls different direction that the boys, I noticed a sense of community amongst each group. Science was eight of the female students’ favorite subject and two enjoyed English Language Arts. The male’s interests were Plays Station/X-box, basketball, football, and drawing. They preferred to listen to Rap/Hip-Hop and R&B music. These particular male students’ career choices were to become a lawyer, businessman and NBA/NFL players. Three males preferred to learn by themselves while the other students preferred to learn in a small group or have no preference. The boy’s favorite subjects were Mathematics and Science.The learning level of each student differs in this class. One female student is the top reader in all of fourth grade reading on a 5.2 reading level, while there are students reading on a 1.6 reading level in this same homeroom.

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.

I notice that both female and males students enjoy sports; it would be in my best interest to incorporate sports or sport themed ideas into my lesson. For example, I noticed that there is a strong Clemson USC climate at Whittaker. I could categorize students into themed teams or have counters/labels of each respective school. This will further engage the students as a whole and encourage friendly, healthy competition. Because the females enjoy music, fashion, and writing, during English Language Arts, I can find books and articles about females who had positive and impactful legacies on the music and television, and create writing assignments where students can illustrate what they read, and write about different aspects of their lives. Assignments could be structured in cause and effect, descriptive, or sequential patterns when we are focusing of text structure in the third week of this unit as well. Most of my students enjoy Rap/Hip- Hop and R&B music. To keep students engaged during lessons, I could create a performance piece such as a skit or music video where students have to include contextual evidence with the arts being fully integrated. I could also provide educational videos with content that the student could connect with while further supporting comprehension of the subject. Since most of my students preferred to learn in cooperative learning groups, I will incorporate in my lesson a lot of group activities, where students are to work and learn as a team or in pairs. Lastly, I notice that most of the males and females enjoy science, I will find a way to keep these students interested in this subject as well as help turn the least favorite subjects into ones that students enjoy equally. This will be done with engaging videos, fun activities, projects and enthusiasm from me in the classroom.

Seeing that I have a few more males than females in the classroom, I must create an equal learning environment where both genders are accommodated and challenged. I will include research-based strategies that have been proven to work with both genders. Since there are fewer students reading above grade level, I will search for a wide range of differentiated reading materials to be included in the student library. This will keep the students engages as well improve their reading comprehension skills. Students will participate in book talks and book discussions about what they are reading or were assigned to read to ensure comprehension and reading ability across the curriculum. With all of my students being on free lunch, this tells me that they come from a low socioeconomic status. With learning this information it registered to me that they would benefit mostly from hands on concrete activities. This reasoning stems from the knowledge that typically, low socioeconomic families tend to not be able to provide a wide range of learning materials at home, and it is my job to strengthen that weakness.

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 ObjectivesCorrelated

Standards/Expectations

Students will determine the main idea of a text and explain how it is supported. RL.4.1

Students will use place value and properties of operations to perform multi-digit arithmetic. 4.OA.1

The student will demonstrate an understanding of the properties, movements, and locations of objects in the Solar System. 4.E.3

The student will demonstrate an understanding of political, economic, and geographic reasons for the exploration of the New World. 4-2.1

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 TimelineUnit Objective

Number(s)

The anticipatory set of this unit will be the teacher showing students a video from ETV that focuses on author’s word choice and how author’s use word choice (adages, proverbs, hyperbole) to support their witting. The interactive Smart Notebook presentation provides definitions, examples, and formative mini checks throughout its entirety.

September 1, 2014 (1 Day) All Unit Objectives

The direct instruction of this unit will be Students will view a PowerPoint on author’s word choice, supporting details and text features. While viewing Power Point, the students will verbally complete Smart Notebook interactive quizzes that serve as a quick formative check. The teacher will highlight the key points after these assessments on anchor chart paper that will be displayed in the classroom. For instance, students are learning what an inference is and develop the steps that help one to determine an inference. the teacher will highlight the main idea in the sample passage the class will help locate evidence to support that inference. If students are confused, teacher will provide more short examples in order to follow the steps again. Teacher will also review the complete anchor chart after the power point presentation and examples. The chart will be frequently referred to throughout the unit.


The guided practice of the unit will be for Students will view a PowerPoint on Main Idea, Supporting details and text features. While viewing Power Point, students will write all unfamiliar vocabulary words and definitions into their “What’s the Big Idea” handbook. Teacher will demonstrate how and what students are to be writing in their handbooks on Anchor chart paper. For instance, students are learning what main idea is. Students and teacher will write down main idea and following will be the definition. If students are confused, teacher will provided a completed handbook for

September 1, 2014 (1 Day)All Unit Objectives

students to look at during lesson. Teacher will also show the completed handbook to students with each vocabulary word, topic and new page to lessen confusion as well. The completed handbook will be passed from student to student throughout the classroom.

Students will complete an independent practice activity that focuses on Text Features. Every student will receive a different book with six Post-It Notes on it. These text features will include: Title Page, Glossary, Index, Table of Contents, Bold Words, and Photographs. Students are to use these Post-Its attached to the book and place it in the correct spot where text feature is located in the book. Ex: Post-It has “Title Page” written down. Students will go to the title page and place the post it there. Once each student has completed this activity they will raise their thumb to show teacher that they have finished their activity. The thumbs up system will help avoid disruptions while other students are finishing the assignment. When teacher has noticed that every students has finished their assignment, teacher will call every student one a time to show class where they have placed their Post-It note at and explain why they have placed Post-It there. This activity will show teacher how well students understand text features and where student can find these text features in different books, articles and passages.

September 1, 2014 (1 Day)All Unit Objectives

Teacher will conclude the lesson by asking the students to finish this statement, “Today I learned _____________.” Students will take one minute to think of two new ideas they learned in class that particular day regarding either Main Idea and/or Text Features. Students will be allowed to look back at their handbook in case they need to refer to their notes. Teacher will call on each student to stand up either at their desk or in the front of the class to tell the teacher and his or her classmates’ two new ideas they learned in class that day. Once every student has spoken and teacher as though students have fully understood the lesson, students will then on to the assessment planned for that day.


Integration of the Arts: Students will watch and listen to a song from YouTube about Main Idea and Text Features. This song is a parody from the popular artist Justin Bieber and his song “The Beauty and The Beat”. Students will have the opportunity to see the lyrics on the Smart Board screen as well as hear the song played for them as they answer questions that were assigned to them.


Integration of Health: During the independent activity, students are to read a passage that focuses on eating healthy and living a healthy lifestyle. Students are to read this passage and tell teacher and what they believe the main idea is. This passage will be implicitly stated, students will have to use key details and text features to help them figure out the correct answer.


Integration of Physical Education: Since students will be taking a good bit of notes and sitting for a period of time, teacher will give students a quick exercise break during the middle of the lesson. This will include students stretching their arms and legs for ten seconds, jogging in place for ten seconds as well, the last ten seconds of the break, students will be able to walk around and the classroom to “wake up” from the lesson. This quick exercise is to get students’ blood pumping and students’ energy increased. Students have a tendency to lose focus of instruction when in the same spot for too long. This quick break will get students’ attention span a little long for teacher to finish the instruction.


SUBJECT: Mathematics



Number(s)

For the anticipatory set, students will complete a pre-assessment worksheet. These multiplication problems will include two digit by two digit multiplication problems. Students are to come in and record these multiplication problems in their composition notebook. Students are to work through each of the problems to find the product of each one. Teacher will give students allotted to work on pre-assessment. While students are working, teacher will walk around and monitor students’ work. Teacher will pay close attention to the methods students use to solve the equation. Once allotted time has been completed, teacher and student will go problems in depth with students. Teacher will make sure to read the problem aloud to students and ask students what they did to find the product and explain how they got their answer. Teacher and students will work together to work through the given problem. Teacher will check for understanding by a raise of thumbs and answers students provide. Teacher will make sure every student understands what process to take to get to the correct answer.

October 13, 2014 (1 Day) All Unit Objectives

For the direct instruction for this unit the teacher will give students various two digit by two digit division problems that require the student to find the product. Each problem will be displayed one at a time to students. The teacher will read aloud each equation to the students before they are to begin working on the problem. Students are to work through the using the correct operation in their composition notebooks. Students must show their work and be able to explain what process they used to get their answer. While students are working the specific equation out, teacher will walk around and guide students who may seem to be confused about what process to follow to get the correct quotient. Teacher will know that all students have completed the problem when students have written their answer on the mini whiteboard that was given. Teacher will ask students to hold their answer in the air on the whiteboard, so that the teacher can check answers. Teacher will work the first word problem out with the students. The various problems that follow, teacher will allow students to come to the Smart Board and explain and show the work they did to complete the given problems.


For the guided practice teacher will provide each student with a mini whiteboard and a dry erase marker. Teacher will give students various one digit by two digit division problems that require the student to find the product. Each problem will be displayed one at a time to students. The teacher will read aloud each equation to the students before they are to begin working on the problem. Students are to work through the word problem using the correct operation in their composition notebooks. Students must show their work and be able to explain what process they used to get their answer. While students are working the specific problem out, teacher will walk around and guide students who may seem to be confused about what process to follow to get the correct product. Teacher will know that all students have completed the problem when students have wrote their answer on the mini whiteboard that was given. Teacher will ask students to hold their answer in the air on the whiteboard, so that the teacher can check answers. Teacher will work the


first word problem out with the students. The various problems that follow, teacher will allow students to come to the Smart Board and explain and show the work they did to complete the given problems. Once teacher sees that all students understand how to get to the correct product students will move onto the independent activity.

For the independent activity students will be given fifteen to twenty minutes to complete a worksheet of multiplication problems that they are to do independently. These word problems ask students to find the product. Students will be allowed to work on the mini whiteboards and/or their composition notebooks to complete the given word problems. Teacher will walk around the classroom and monitor the classroom to check for understanding. One-on-one assistance will be provided during this time. Students are to make sure they are showing all of their work to make sure they are able to explain how they came to the answer they have written down. Once allotted time is time for students, teacher will call students to go the Smart board to show how they came up the answer they have written. Teacher will correct any misconceptions students may have by demonstrating the process on the Smart board. Teacher will check for understanding by a show of thumbs.


For the closure the teacher and students will review the lesson for the day. Students will be given an exit slip that will correspond to the math lesson taught that day. Students are to show the teacher their exit slip and have it checked off before students are allowed to get on Ten Marks and/or dismissing from classroom.


Integration of the Arts: Students will work in collaborative groups to complete an assignment where they are to illustrate on anchor chart paper what they learned during the class session about multi-digit whole numbers.


Integration of Health: Students will take a one minute interval from doing mathematics to do various exercises involving jumping jacks, stretching of the arms and legs, rotations and moving about the classroom.


Integration of Physical Education: Teacher will call students to walk to the Smart board to complete given examples.


SUBJECT: Science



Number(s)Anticipatory Set- To get students interested in the lesson, the teacher will tell students that they are going will complete an activity titled, “Illustration Time”. The teacher will tell students to think about a time they looked up at the night sky and noticed the moon shining brightly. Students are to think about how the moon appeared that night they looked to the sky. The teacher will give the students a couple of minutes to think about when they looked at the sky. Once allotted time is up, student will be asked to illustrate what they have seen on paper that will provided to them by the teacher. Students will be given time to illustrate their drawings. Once everyone has finished the assignment, students will be allowed to share their illustrations with their peers and the teacher.

October 30, 2014 All Unit Objectives

Direct Instruction- During this lesson, students will be presented with a PowerPoint Presentation titled, “Understanding the Moon’s Phases”. Students will take notes from the PowerPoint into their Science notebook. The teacher will give background information to students on how and why the Moon goes through these different phases. Teacher will be sure to monitor students as they take notes to ensure that all notes are being copied correctly into their notebooks. Once the teacher and students have come to the section in the PowerPoint where the teacher explains and shows the different phases, students will first copy the notes into their workbook and then have the opportunity to work with the Oreo’s the teacher has provided. Each slide will have a picture of each Moon phase and how the Moon is formed in the picture Students are to use the Oreo to recreate the picture shown on the PowerPoint. The teacher will show the students a finished example of what their Oreo plates will look like once it is completed as well as explain in great detail why they will be doing this activity instead of the actual page by page note taking. Each student will get a paper plate, eight Oreo’s (to represent the eight phases of the Moon), a napkin and a knife. Students will be using the Oreo’s to represent the sky and the Moon. The chocolate part of the Oreo will be the sky and the icing will represent the Moon. The student will use the plastic knife to scrap the unwanted icing to recreate the picture that will showing on the PowerPoint. The teacher will demonstrate exactly what is to be done before students are to work with the plastic knives. The teacher will show students how to scrap away the icing to form the Moon and where they should place their unwanted icing without making a mess in the classroom. Before students are to place their Oreo on the plate, the teacher will come around and make sure all students have done exactly as she has stated. Once the teacher has seen all students are correct, the students will place their Oreo on the plate. Under the Oreo, students will use their Sharpie to write the specific phase the Moon is in. The teacher will demonstrate exactly how it should be written before students begin to write. During this time, the teacher will be walking around to make sure that each student is correctly completing the activity. This process will continue until each students’ plate has the all phases of the Moon. Teacher will sure to ask guided questions as well as answer any questions students may have while working on the activity.


Guided Practice- Students will be presented with a PowerPoint presentation titled, “Understanding the Moon’s Phases”. Teacher will tell students to retrieve their Science notebooks because they will be taking notes. Once all students have all their notebooks out, the teacher will begin the PowerPoint on each of the Moon’s phases. Teacher will give background information to students on how and why the Moon goes through these different phases. Teacher will be sure to monitor students as they take


notes to ensure that all notes are being copied correctly into their notebooks. Once the teacher and students have come to the section in the PowerPoint where the teacher explains and shows the different phases, students will first copy the notes into their workbook and then have the opportunity to work with the Oreo’s the teacher has provided. Each slide will have a picture of each Moon phase and how the Moon is formed in the picture Students are to use the Oreo to recreate the picture shown on the PowerPoint. The teacher will show the students a finished example of what their Oreo plates will look like once it is completed. This will give the students a visual image of what they can expect to create during this lesson. Each student will get a paper plate, eight Oreo’s (to represent the eight phases of the Moon), a napkin and a knife. Students will be using the Oreo’s to represent the sky and the Moon. The chocolate part of the Oreo will be the sky and the icing will represent the Moon. The student will use the plastic knife to scrap the unwanted icing to recreate the picture that will showing on the PowerPoint. The teacher will demonstrate exactly what is to be done before students are to work with the plastic knives. Before students are to place their Oreo on the plate, the teacher will come around and make sure all students have done exactly as she has stated. Once the teacher has seen all students are correct, the students will place their Oreo on the plate. Under the Oreo, students will use their Sharpie to write the specific phase the Moon is in. The teacher will demonstrate exactly how it should be written before students begin to write. During this time, the teacher will be walking around to make sure that each student is correctly completing the activity. This process will continue until each students’ plate has the all phases of the Moon.

Independent Practice- Students will complete an Independent practice worksheet titled, “Name That Phase!” Students will spread out around the classroom away from their Oreo Plates and their science notebook. The teacher will pass out the “Name That Phase” worksheet to each student. The worksheet will have eight different pictures of the each of the Moon’s phases. Underneath each of the pictures will be a line that students will be asked to write the name of each phase on. Located on the bottom on the worksheet will be a word box containing the name of each phase. Students will be allowed to use this word box to assist them in completing the worksheet. Students will be given ten to fifteen minutes to complete the assignment. During this time, the teacher will monitor what students are writing down to ensure each student is on the right track. Teacher will provide one-on-one assistance if needed during the independent worksheet as well. Once allotted time is, students will be able to come back to their desk and check their answers using their Oreo Plates and science notebooks. The teacher will go through the worksheet with the students in depth to ensure understanding. The teacher will fill in any missing information that students may be confused about or have not written down.


Closure- Teacher will conclude the lesson by asking students to put away their Science notebooks and all other notes they may have open. Teacher will go through a quick review with students about what they have learned that day about the phases of the Moon. Students are to answer review questions in their own words. Teacher will ask students questions such as:

1. Why does the Moon change its appearance over time?2. How many phases of the Moon are there?

Teacher will fill in any missing information that students may miss during closure review. Once review has been completed, students will complete an exit slip for that specific day and lesson. Students are to write at least three complete sentences on either what they learned today in social studies or what they found interesting during the social studies lesson. Once finished, students are to raise their hand and wait for teacher to come and check their exit slip before dismissing.


Integration of the Arts- Students will have a chance to illustrate their extended October 30, 2014 All Unit Objectives

activity (homework). Students will keep a journal of what the moon looks like each night for a month. Students will also illustrate a time they have looked at the sky and seen the moon during the anticipatory set.

Integration of Health- Teacher and students will participate in a brief discussion about the Oreo’s that will be used during the lesson. Teacher will ask students if they believe the Oreo’s are a “Go Food” or a “Whoa Food”. Teacher will students an opportunity to answer. Teacher will also ask all students if they think Oreo’s would be a healthy food to take to on a rocket to the Moon. Each student will have an opportunity to answer the question and give their reasoning to why or why not Oreo’s would be a healthy food to take to the Moon.


Integration of Physical Education- Since students will be taking a good bit of notes and sitting for a period of time, teacher will give students a quick exercise break during the middle of the lesson. This will include students stretching their arms and legs for ten seconds, jogging in place for ten seconds as well, the last ten seconds of the break, students will be able to walk around and the classroom to “wake up” from the lesson. This quick exercise is to get students’ blood pumping and students’ energy increased. Students have a tendency to lose focus of instruction when in the same spot for too long. This quick break will get students’ attention span a little long for teacher to finish the instruction.


SUBJECT: Social Studies



Number(s)

The anticipatory teacher will present students with four animated pictures on a PowerPoint slide. The slide will be titled, “What if there were no…” One by one, pictures of a hamburger, cup with coffee in it, a bag of sugar and a piece of bacon will appear on the screen. All students will participate in a classroom discussion about what how they would feel if the world did not have these particular foods. Students will take turns sharing their answer to this question. Teacher will then tell students that because of the Columbian Exchange, we are now able to enjoy these items that they see.


For my direct instruction, students will view a PowerPoint presentation on The Columbian Exchange with a primary focus on the people of the New World and the Old World. Teacher will show students various pictures of how the people of the New World and the Old World dressed, lived and what the Europeans and Natives believed in. Teacher and students will look at these various pictures, side by side, and compare and contrast the Native Americans (who lived in the New World) and the Europeans (who lived in the Old World). While this activity is going on, students will complete a Venn Diagram worksheet that has been given to them by the teacher. Teacher will model how to write and what to write in the Venn Diagram on a projected copy of the Venn Diagram worksheet. (This will be projected on the Smart Board). One side of the Venn Diagram will be labeled: The New World and the other side will be labeled: The Old World. Teacher and students will first look at the projected picture, think about the differences and similarities seen in the photographs, then go to the Venn Diagram worksheet and write/ record all students’ responses under the correct section. Teacher will fill in any missing information to the projected Venn Diagram worksheet for students to transfer onto their papers. Students are able to complete their worksheet with the help of the teacher modeling what is to be written down on the Smart board. Teacher and students will continue this process until all of the pictures have been viewed and all information have been written down. Teacher will circulate the classroom to make sure each student is writing down the correction information.


For the guided practice section of this unit students will complete a Venn Diagram guided practice activity. This activity will be done with the help of the teacher. Students will look at several pictures of the people who lived in the New World and the Old World during the 1400’s. Students are to pay close attention to the way the people of the two worlds (different continents) dressed, live and what they believed in (religion). Teacher will tell students to take a few moments to look at the various pictures (pictures will be side by side) and look for similarities and differences. Once time is up, teacher will call on students to discuss what they see in the pictures with the class and the teacher. Teacher will have a projected Venn Diagram worksheet on the Smart board for students to follow along and see exactly what they are to be writing down on their own worksheet. Students will complete this activity until all photographs have been shown and Venn Diagram is complete. Once activity has been completed, students will have a moment to reflect on what they have written down. This will help them better understand the differences and similarities both the New World and the Old World had. Teacher will have a classroom discussion about all that was written once students have had a chance to reflect.


Students will complete an independent practice activity that focuses on the New World and the Old World. This activity is called the “Think About September 15, 2014 (1 Day) All Unit Objectives

It” Activity. Students will be presented with a PowerPoint slide that asks them two questions. These two questions are: 1. How different do you think life was in the New World before Christopher Columbus discovered it? Discuss different ways. 2. How different do you think life was in the Old World before Christopher Columbus took his voyage? Discuss different ways. Students will be given about 10 minutes to write what they believe the answer is on the notecard that was given to them. Students are to make sure they write in complete sentences as well. Once allotted time is up, teacher will ask each student to go to the front of the classroom and share their answers with their peers.

Teacher will conclude the lesson by asking students to put away their Social Studies notebooks and all other notes they may have in the open. Teacher will go through a quick review with students about what they have learned that day about the Columbian Exchange. Students are to answer review questions in their own words. Teacher will ask students questions such as:

1. What is the Columbian Exchange?2. What continents were involved in the Columbian Exchange?3. What does the word exchange mean?4. Who is the explorer that the Columbian Exchanged is named

after?5. What are some differences we have seen today between the

Native Americans and the Europeans?Teacher will fill in any missing information that students may miss during closure review. Once review has been completed, students will complete an exit slip for that specific day and lesson. Students are to write at least three complete sentences on either what they learned today in social studies or what they found interesting during the social studies lesson. Once finished, students are to raise their hand and wait for teacher to come and check their exit slip before dismissing.


Integration of the Arts: Students will have a chance to illustrate their extended activity (homework). They are to draw what they have written on the lines above to give a visual aspect of their writing. They are allowed to be as creative as possible during this assignment. Students will have the opportunity to share their writing and illustration with the rest of their peers the following day.


Integration of Health: Students have a section in the lesson where they are to create a T chart with one side being labeled Old World and the other New World. Students will see variety of foods on the PowerPoint slide one by one. Students are to use the T chart to predict where the food originated, either the Old World or the New World. While students are looking at each food item, teacher will ask students if they believe that item is a “Whoa Food” (Food that should be consumed less; high in sugar and fat) or a “Go Food” (Healthy items; low in sugar and provides energy). Students and teacher will do this for each item presented on PowerPoint.


Integration of Physical Education: Since students will be taking a good bit of notes and sitting for a period of time, teacher will give students a quick exercise break during the middle of the lesson. This will include students stretching their arms and legs for ten seconds, jogging in place for ten seconds as well, the last ten seconds of the break, students will be able to walk around and the classroom to “wake up” from the lesson. This quick exercise is to get students’ blood pumping and students’ energy increased. Students have a tendency to lose focus of instruction when in the same spot for too long. This quick break will get students’ attention span a little long for teacher to finish the instruction.


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) Discuss how you designed your instructional plan using students’ characteristics, needs and learning contexts.

I established a balance grade- level academic standards and expectations and met the needs, abilities and developmental levels of my students’ individual needs by differentiating all instruction. This was done by centers and grouping. Those that were progressing throughout the lesson was given more advanced work. Those who were progressing at an average rate was given guided activity and work. The students that were struggling or not understanding the unit or content was given one-on-one teacher assistance. I used a variety of strategies during the unit instruction. The students participated in cooperative learning groups where they were able to work together and possibly understand the unit from one of their peers. I would lecture students before their guided or independent practice to ensure understanding. The integration of technology was used a great deal while teaching. This includes PowerPoint, Smart board activities, Edmodo, Ten Marks, and Success Maker. The students would also participate in classroom discussion. This would help students see different point of views from their peers. During the unit, I would model what the students need to do and/or provide examples for students to solve to ensure understanding of unit. The class also participated in a question and answer portion of the lesson. Students were able to ask any question they needed to help them better understand the material. I designed all my instructional plans keeping in mind their strengths, weaknesses, learning level, interests and social economic status. Also I provided an equal learning environment for every student to succeed as well as accommodating all the student’s needs within the classroom.

Section V A: Unit Assessments - List the key unit assessments.

Key Unit Assessments

Type of Assessment(Check one for each assessment)Teacher-Made

(A copy of each teacher made assessment must be

attached to this plan.)

Commercially Available

Finding Main Idea-Explicitly and Implicitly Stated1.

☐

Mastering Multiplication

☐

(Science) ☐

Explorers and Columbian Exchange Assessment ☐

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 were valid and reliable for all my students by first reviewing the commercially available tests. Before I began instruction, I would look over these tests to make sure that I was going to teach according to the test and not give my students information that they did not need. I wanted to make sure that my lesson was correlating with the test that would be given. While I was constructing the teacher-made assessment, I made sure I was teaching to the Common Core Standards and apply rigor to both the instruction and the given assessment. I used my students’ prior understanding to help plan my instruction by first giving all students a pre-assessment before each unit. Once I gathered the data from the pre-assessment, I focused my attention on planning instruction for the unit. For the students who seem to have great knowledge in the unit, I moved them up to a more advanced pacing and independent work of the unit. For the students who seem to understand but may still need assistance, I provided teacher assisted examples and equations to help them progress. Those students I see struggling with the unit, I knew to place them in small group or work one-on-one with them until they were able to work on guided problems and independent work with the their fellow classmates.

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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 Accommodations Evaluation Criteria

Unit Objective 1: Pre-Assessment(s)

: Post-Assessment(s)

: Other Assessment(s)

Resource students will hear their instructions orally. Teacher will orally give an outline of the lesson. Resource students will be allowed to take more time on the assessment and if needed take their test in a different setting to ensure completion.

A- 93-100B- 92-85C- 84-77D- 76-70F- 69 and below


A- 93-100B- 92-85C- 84-77D- 76-70F- 69 and below

N/A N/A





A- 93-100B- 92-85C- 84-77D- 76-70F- 69 and below


A- 93-100B- 92-85C- 84-77D- 76-70F- 69 and below

N/A N/A





A- 93-100B- 92-85C- 84-77D- 76-70F- 69 and below

Resource students will hear their instructions orally. Teacher will

A- 93-100B- 92-85

orally give an outline of the lesson. Resource students will be allowed to take more time on the assessment and if needed take their test in a different setting to ensure completion.

C- 84-77D- 76-70F- 69 and below

N/A N/A





A- 93-100B- 92-85C- 84-77D- 76-70F- 69 and below


A- 93-100B- 92-85C- 84-77D- 76-70F- 69 and below

N/A N/A

Objective 1 Assessment

Main Idea- Verbal Assessment

This was the verbal assessment that was given to the students to answer during a review game. I have provided the question and correct answer.

1. What is Main Idea?

a. What the passage is all about.

2. What are the two types of main ideas we have discussed?

a. Explicit and Implicit

3. True or False: Explicit main ideas are not directly stated in the text.

a. False; explicit main ideas are directly stated in the text.

4. True or False: Implicit main ideas are implied.

a. True

5. How can you make an inference?

a. You use what you already know.

6. What are text features?

a. Text features helps the reader make sense of what he or she is reading.

7. Name one type of text feature. (This question was asked a total of four times)

a. Titles, Charts, Graphs, Illustrations, Bold print, Subheadings, Captions

8. This specific text feature defines words contained in text.

a. Glossary

9. This specific print feature identifies topics in the book and the order they are presented in.

a. Table of Contents

10. This specific print feature is an alphabetical list in the back of the book and tells you the page number.

a. Index

11. Name one type of Illustration. (This question was asked three times)

a. Photograph, Drawings, Magnification

12. Fill in the blank: __________ aids help readers find important information.

a. Organizational

13. Fill in the blank: __________ aids represent information in some specific way.

a. Graphic


Name: ________________________________________

Date: _________________________________________

Directions: Complete the following multiplication problems below. Make sure you show your work. Good Luck!

1. 20 2. 1,937 3. 419 4. 17×3 ×2 ×10 ×25

5. 200 6. 8,447 7. 9,545 8. 36 ×9 ×8 × 4 ×58

9. 2,790 10. 3,103 ×3 ×2

Part B: Solve the word problems below. Make sure you show your work!

11. Tammy drove 55 miles in one hour. At that rate, how far can she drive in 36 hours?

12. Rob could run 7 miles in one hour. At that rate, how far could Rob run in one day?

13. It takes 4 apples to make 1 pie. How many apples does it take to make 504 pies?

BONUS: At the zoo, I see 35 elephants and 48 tigers. How many legs do I see?


Name: ______________________________________ Date: ___________________

1. Is the Moon bigger or smaller than the Earth?

A. Bigger B. Smaller

C. Both the Same

2. When the Earth is between the Moon and the Sun, it is most likely a:

A. Full Moon B. Half Moon

C. 3rd Quarter Moon

3. The Moon gets its light from the _____________________________.

4. About how long does it take the Moon to complete its cycle?

A. 1 year B. 1 week

C. 1 month

5. Why does the Moon have different phases?

A. It moves around the Earth

B. It moves around the Sun

C. It follows the Sun around the Earth

6. Choose the correct order of the Moon Phases. A. New, Full, 1st Quarter, 3rd Quarter

B. New, 1st Quarter, Full, 3rd Quarter

C. 1st, Quarter, 3rd Quarter, New, Full

7. During the New Moon phase, we can see light shining on the Moon. A. True B. False

8. When the Moon is between the Earth and the Sun, it is most likely what phase?

A. New B. Full

C. 3rd Quarter

9. During the New Moon phase, the Moon leaves the sky for a while.

A. True B. False

10. Who was Virgil "Gus" Grissom? A. An famous basketball player B. A scientist who discovered Moon phases

C. An Astronaut from Mitchell, Indiana

11. People from Earth have journeyed to the Moon and explored its surface. A. True B. False


Name: ________________________________

Date: _________________________________

Part A: Match each explorer with the country they claimed land for. Write your answer on the line below. Some countries will be used more than once. Good Luck!

___1. Christopher Columbus A. France

___2. John Cabot B. Netherlands

___3. Leif Eriksson C. Spain

___4. Henry Hudson D. England

___5. Ferdinand Magellan

___6. Robert LaSelle

___7. Hernando De Soto

Part B: Read each question below carefully. Circle the correct letter that responds to the question.

8. In what year did Christopher Columbus take a voyage to the New World?

A. 1454 B. 1562 C. 1492 D. 1600

9. The exchange of goods, ideas, religion and technology was called

A. The Columbian Exchange B. The American Exchange C. The World Exchange D. The Colony Exchange

10. What continents made up the New World?

A. Europe and South America B. North American and South America C. Africa, Europe and Asia

11. Which disease was not exchanged between the Europeans and the Native Americans?

A. Measles B. Smallpox C. influenza D. Diabetes

12. What group of people had a healthier diet?

A. The Europeans B. The Native Americans C. Both Native Americans and Europeans D. Neither

Part C: Imagine you are Christopher Columbus. What goods, resources, and ideas would you be most excited about to take back with you? On the lines below, you are to write a paragraph (4-6 sentences) answering the question above. Remember to write in COMPLETE sentences.

_______________________________________________________________________________________________

_______________________________________________________________________________________________

_______________________________________________________________________________________________

_______________________________________________________________________________________________

_______________________________________________________________________________________________

_______________________________________________________________________________________________

_______________________________________________________________________________________________

_______________________________________________________________________________________________

_______________________________________________________________________________________________

_______________________________________________________________________________________________

_______________________________________________________________________________________________

_______________________________________________________________________________________________

_______________________________________________________________________________________________

_________________________________________________________________________________

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.

Pre-assessment Results for Objective 2

Student Objective 2 Pre-assessment Results

Gender of Student

Student 1 90 percent - Passed Female

Student 2 50 percent- Did not Pass Female

Student 3 80 percent- Passed Male

Student 4 90 percent- Passed Female

Student 5 60 percent- Did not Pass Male



Pre-assessment Results for Objective 2

Studen

t 1

Studen

t 2

Studen

t 3

Studen

t 4

Studen

t 5

Studen

t 6

Studen

t 70

102030405060708090

100

Series1

Pre-assessment Focus Students Results for Objective 2

Student Objective 2 Pre-Assessment Results Gender of Student

Student 3 80 percent- Passed Male


Pre-assessment Focus Students Results for Objective 2

Student 3 Student 50

10

20

30

40

50

60

70

80

90

Series1

This pre-assessment was given for the teacher to see each student’s prior knowledge in working with multiplication. The pre-assessment consisted of ten two digits by two digits multiplication problems. Students were asked to show their work as they solved for the product. Look at the results collected from the assessment, four students out of seven students passed while three of those seven students did not meet an 80 percent or higher. With this information, I know that Student 1 and Student 4 were able to move to more advanced and independent work because they had the objective mastered. Student 3 and Student 7 would be able to move to more advanced and independent classwork after I worked with them. I would provide a few guided practice problems for these students to see where they do not quite understand the steps needed to solve for the product. Once those students have showed progression with the guided problems, they will move on to independent work. I will monitor their work while they complete the independent activity and check for progression throughout the lesson. The students who did not pass their pre-assessment, I will provide small group assistance as well as one-on-one assistance. We will move at a slower pace making sure to use variety of models, visual examples and guided practice problems as a way to ensure student understanding. Once progress has been shown, students will slowly move from guided practice problems to independent practice. Teacher will still continue monitor all students’ progress throughout the unit.

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. (4) Finally, explain the ways in which you have assigned student grades (or other indicators of student performance), and what were the overall results? (5) Based on the

overall results, 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 I found did increase my personal understanding of individual students’ performance. I found that each student has their own way of learning and all learning in the classroom should be differentiated based on students’ needs. Based on this, I was sure to provide examples, manipulatives and models to provide students with visual examples so that they would have a better sense of numbers. Small group, one-on-one assistance and various guided practice problems were all included before post assessment was given. After reviewing the post-assessment, I noticed that all students’ scores increased except Student 3 and Student 7 who scored at least two to three points lower than they did on their pre-assessment. Students were to score at least an 80% or higher on their post-assessment to be considered a passing grade. Even though the majority of students did not pass their post-assessment, there was a significant increase in the scores. Students were allowed to take a re-test on the same unit to increase their score.

Post assessment Results for Objective 2

Student Objective 2 Post Assessment Results

Gender of Student

Student 1 93 percent - Passed Female


Student 3 77 percent- Did Not Pass Male





Post Assessment Results for Objective 2

Student 1

Student 2

Student 3

Student 4

Student 5

Student 6

Student 7

0102030405060708090

100

Series1

Post-Assessment Subgroup Results for Objective 2


Gender of Student



Post Assessment Subgroup Results for Objective 2

Student 3 Student 50

102030405060708090

Series1Series2

Post- Assessment Two Individual Students Results for Objective 2


Gender of Student



Post- Assessment Two Individual Students Results for Objective 2

Student 3 Student 776.476.676.8

7777.277.477.677.8

7878.2

Chart Title

II. Provide evidence to support the impact on student learning in terms of the number of students who achieved and make progress toward the unit objectives.

Student multiplication table. Students were to complete this table in order to work on their multiplication skills.

Student multiplication and division chart for students who mastered multiplication unit at a quicker pace. These students were gradually introduced to division

Section VII. Reflection and Self-Assessment

(1) Reflect on and describe the relationship between your students’ progress and achievement and your teaching performance.

I believe that my students did a decent job during this unit. To say that the majority of the students did not understand how to multiply multi-digit equations at the beginning of the lesson, most of the students improved their score. I do see that there was a lot of students unsuccessful in not passing the unit assessment, however that told me that I needed to spend more time on this unit before moving on. Students were allowed to retest after a week of reviewing what they missed with teacher one-on-one conference, guided practice problems, multiplication facts worksheets and card games, model and manipulatives. I took the higher of the two tests to input into the grade book. Most students scored an average on three to ten points higher on the retest. Students needed an 80% or higher to pass the test.

(2) If you were to teach this unit again to the same groups of students, (2) what, instructional decisions would you make to improve your students’ performance? What specific aspects of the instruction need to be modified?

If I were teach this unit again to students, I would not worry so much about following the pacing guide. I would take into consideration the pacing of my students. If I see that my students are having trouble with their multiplication skills, instead of rushing an assessment on them, I would go at a slower pace. Now, I did make sure to differentiate my lesson to meet the needs of my students throughout the lesson, however I would consider the pace and level that my students are familiar with rather than follow the pacing guide so much.

(3) What activities were successful? Which were unsuccessful? Give reasons based on theory or research as to why you believe the activities were successful or unsuccessful.

During instruction there were several activities that help all the students improve and get to the mastery level of this unit. Students played multiple math games that suggested to me by Ms. Gloster. They would have ten to fifteen minutes to complete assignments that were placed on this web pages and then have the opportunity to access games once they have completed the assignments. The guided practice activities also worked well during instruction time. This is where I would place a problem on the board and students would copy the same problem in their composition notebook. The students and I would work together, step by step, in solving for the product. Another activity that worked well with students was centers. Usually we see centers being incorporated in English Language

Arts class, however I found that the students was becoming less and less engaged in the work because he or she was having to do the same thing repeatedly. Incorporating centers into the instruction, students could practice their math facts in one center, get on Success Maker and/or play an education game in other center, fill out an independent worksheet in another center and I could provide small group/one-on-one help another center. Students seemed to be much more engaged in doing this than direct teaching the entire class period. One activity I found that was not so successful during one class period was the timed multiplication practice. Students had to complete a certain number of multiplication problem in under three minutes. Students felt pressured during this time and began to get frustrated. Immediately stopped this game and switched back over to allowing students to take their time when working out a math equation.

EDUC 450 UNIT WORK SAMPLE SCORING RUBRIC SCHOOL OF EDUCATION

COMPONENT TARGET (3) ACCEPTABLE (2) UNACCEPTABLE/DEVELOPING (1) SCORE

DESCRIPTION OF STUDENTS

Description of Students

ACEI 3.1NAEYC 1a

Describes students in-depth according to ability, disabilities, ethnicity/race, socioeconomic status, student interests and other relevant school factors that could impact student learning; list 5 or more factors.

Describes students according to some differences, lists at least 4 factors that could impact student learning

Does not include at least three (3) types of descriptions; displays minimal understanding of addressing a variety of student needs.

Contextual Factors – collaborating with

others and sources of information

ACEI 3.5/NAEYC 5c

Uses substantial information from descriptions of the students to select standards to meet students’ individual differences and plan instruction and assessment

Uses adequate information from the descriptions to select standards to meet students’ differences and plan instruction and assessments

Fails to use the information from the descriptions to plan instruction and assessments to meet the needs of students

Contextual Factors

ACEI 3.5/NAEYC 3b

Data is collected from multiple sources, including verbal, nonverbal and media, etc.

Uses at least three (3) types of sources to collect data

Uses only one data source (records) to set standards and plan assessments

Contextual Factors

ACEI 5.2/NAEYC 2c

Displays an understanding of the importance of collaborative relationships with families, school colleagues and agencies in the community.

Selected sources show the importance of collaborative relationships with families, school colleagues, and agencies in the community

Shows little or no importance of collaborative relationships with families, school colleagues, and agencies in the community

Overall Rating

UNIT PLAN

Objectives

ACEI 3.3/NAEYC 5b

All objectives are thorough, significant and challenging, and are clearly stated and correlated with the SC State standards

Objectives are challenging and are clearly stated and correlated with the SC State standards

Objectives are not clearly stated

Objectives

ACEI 3.2/NAEYC 5c

Objectives are appropriate for the development, prerequisite knowledge, experiences, diversity, and other student needs

Objectives are appropriate for the development, prerequisite knowledge and experiences, but are limited in diversity

Objectives do not address the development, prerequisite knowledge, experiences, and diversity, or other student needs

ObjectivesACEI 3.2/NAEYC 5c

All objectives contain performance, products, conditions and criteria components

Objectives are measurable, containing 2-3 components Objectives are not measurable.

Overall RatingAlignment with

Learning Objectives and Assessment

Plans to assess each objective domain through the assessment plan.

Plans to assess most of the objectives through the assessment plan.

Does not plan to assess the objectives through the assessment plan

ACEI 4.0/NAEYC 3bAlignment with

Learning Objectives and Assessment

ACEI 4.0/NAEYC 3b

All assessments are congruent with standards, content and cognitive complexity.

Assessments are congruent with the standards, content, but have limited cognitive complexity.

Assessments are not congruent with the standards, content, or cognitive complexity.

Overall Rating

Instructional PlanNAEYC 5c

All content is paced and sequenced so that it is covered in the allotted time

Content is paced that it is covered in the allotted times, but there are some sequencing issues

The content is not paced and sequenced so that is covered in the allotted time


All standards thoroughly display knowledge, skills and dispositions

Standards are inclusive of knowledge, skills and dispositions

Standards are not inclusive of knowledge, skills, and dispositions


3 or more activities relate to real world experiences 2 activities relate to real world experiences Activities do not relate to real world

experiences

Overall Rating

Selection of Strategies for Varying Levels

ACEI 3.3/NAEYC 4b;4c

Uses and justifies a variety of strategies to teach students on varying levels, including activities that require students to think critically and solve problems.

Uses a variety of strategies to teach students on varying levels, including activities that require students to think critically and solve problems.

Uses less than three (3) strategies; does not accommodate the varying levels of students or activities that require students to think critically and solve problems.

Design for Instruction

ACEI 1.0/NAEYC 5c

Designs instruction for specific learning standards using students’ characteristics and needs for learning contexts.

Designs most of the instruction using the standards, but fails to use students’ characteristics and needs for learning contexts

Attempts to design the instruction using the standards, but the attempt lacks congruency and fails to use students’ characteristics and needs for learning contexts.

ASSESSMENTSKnowledge of Students’

Skills and Prior LearningACEI 3.1

Displays specific understanding of students’ skills and prior learning that affect instruction.

Displays general understanding of students’ skills and prior learning that affect instruction.

Displays no understanding of students’ skills and prior learning that affect instruction.

Multiple Assessment Modes

ACEI 4.0/NAEYC 3b

All informal assessments are completely aligned to the objectives

Informal assessments are aligned to adequate portions of the standards Does not use informal assessments

Multiple Assessment Modes/NAEYC 3b

ACEI 4.0/NAEYC 3b

All formal assessments are completely aligned to the objectives

Formal assessments are aligned to adequate portions of the standards Does not use formal assessments


ACEI 4.0/NAEYC 3b

Uses more than one (1) authentic assessment type Applies an authentic assessment type Does not use authentic assessments


ACEI 4.0/NAEYC 3bHas rubrics for all performance tasks Uses rubrics for most performance tasks Does not use performance tasks


ACEI 4.0/NAEYC 3bPlans substantially for student reflections Plans adequately for student reflections Does not plan for student reflections

Overall RatingValidity of Assessments

ACEI 4.0/NAEYC 3bAll assessments are valid Most assessments are valid Assessments are not valid

Validity of AssessmentsACEI 4.0/NAEYC 3b

All items or prompts are clearly written and correct

Items or prompts are clearly written, but exhibit minimal errors Items or prompts are not clearly written

Validity of AssessmentsACEI 4.0/NAEYC 3b

All directions and procedures are clearly written and correct

Directions and procedures are clearly written, but exhibit minimal errors

Directions and procedures are not clearly written

Overall RatingScoring Procedures Explained(Eval. Crit)ACEI 4.0/NAEYC 3b

Thoroughly, but succinctly, explains the scoring procedures for all of the assessments

Adequately explains some of the scoring procedures for the assessments

Fails to explain the scoring procedures for any of the assessments.

Analysis of Student Learning

ACEI 4.0/NAEYC 3b

Uses assessment data using graphs, charts, tables, etc., to profile student learning and communicate information about student progress and achievement.

Provides an appropriate summary of assessment data to explain student learning and communicate information about student progress and achievement.

Makes an inadequate attempt to summarize or display student learning and communicate information about student progress and achievement.

Interpretation of Data and Student Learning

ACEI 4.0/NAEYC 3b

Thorough and accurate interpretation is provided

An adequate interpretation is provided; contains few errors in accuracy Interpretation is not accurate


ACEI 4.0/NAEYC 3b

Meaningful, appropriate, and data supported conclusions are drawn

Meaningful and appropriate conclusions are drawn with limited inclusion of data

Conclusions are not meaningful or supported by data


ACEI 4.0/NAEYC 3b

Provides relevant and detailed hypotheses for all achieved and unachieved learning goals.

Provides generalized hypotheses for why students met or did not meet the learning goals

Does not provide hypotheses as to why the students did not meet the learning goals

Overall RatingInstructional Decision-

makingACEI 4.0/NAEYC 3c

Uses ongoing analysis of student learning to make instructional decisions.

Uses intermittent analysis of student learning to make instructional decisions.

Provides no evidence of using an analysis of student learning to make instructional decisions.

Effective Instruction and Assessment

Identifies successful and unsuccessful activities and assessments

Identifies unsuccessful and successful activities , but not assessments or vice versa

Does not identify successful or unsuccessful activities or assessments

ACEI 4.0/NAEYC 3cEffective Instruction

and AssessmentACEI 4.0/NAEYC 3c

Provides plausible reasons (based on theory or research) for both the success and lack thereof

Provides plausible reasons to support why activities and assessments were either successful or not successful

Does not provide reasons to support the success or nonsuccess of activities or assessments

Overall Rating

Impact on Student Learning

ACEI 4.0/NAEYC 3b

Includes substantial evidence of the impact on student learning in terms of the number of students who achieved and made progress toward the unit objectives

Includes adequate evidence of the impact on student learning in terms of numbers of students who achieved and made progress toward the unit objectives

Includes incomplete or no evidence of the impact on student learning in terms of numbers of students who achieved and made progress toward unit objectives

Clarity and Accuracy of Presentation/NAEYC 6b

Is easy to follow and contains no errors in conventions or grammar usage.

Is easy to follow and contains minimal errors in conventions or grammar usage.

Is easy to follow and contains numerous errors in conventions or grammar usage.

Reflection/Self Evaluation

ACEI 5.1/NAEYC 4d

Reflects comprehensively on his or her instruction and student learning in order to improve teaching practice.

Reflects adequately on his or her instruction and student learning in order to improve teaching practice.

Reflects, but does not adequately support ways to improve teaching practice.

TOTAL POINTS

Unacceptable/Developing (1) Acceptable/Meets (2) Target/Exceeds (3)

Candidate demonstrates a limited amount of the attributes of the standard. Performance indicates that few competencies have been demonstrated.

Candidate demonstrates most of the attributes of the standard. Performance indicates that the competency has been demonstrated including examples, extension, or enrichment.

Candidate demonstrates all of the attributes of the standard. Performance clearly indicates that the competency has been mastered, including examples, extension, and enrichment.

unit work sample 4

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