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.

EDUC 450: PROFESSIONAL CLINICAL PRACTICE SCHOOL OF EDUCATION CLAFLIN UNIVERSITY UNIT WORK SAMPLE TEMPLATE Early Childhood/Elementary Education

Candidate: Joyce Hughes District: CMS Subject: Math

Cooperating Teacher: Holbrook School: Allenbrook Elementary Dates of unit: from

Academic Year: Fall 2013 Grade Level: 4 to

PART I: CONTENT 1 Section IA: Unit Title and/or Description Content 1: 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.

For this unit there will be 21 students. There are 16 African American, 2 Asian, and 3 Hispanic. All students receive free lunch, many are in a one parent household, and three students live in either a shelter or a hotel. There is a student with undiagnosed ADHD. He sits separate from other students, wears no shoes at times; he receives extra duties such as line leader and cafeteria monitor. There is also a student speaking very little English. She sits beside a close friend that she feels comfortable talking to. This allows her to open up more and participate more comfortably. She sees the ESL teacher three times a week. 8 students with below grade level reading levels. These students receive one on one conferencing every day. They have small group 20 minute fluency practice every day; students graph progress. They also partner read daily.

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.

Allenbrook Elementary is 98% free lunch. It is also Title I and Project Lift. Every student in this class receives free lunch. Several of the students live in one parent homes. Three of the students either live in a hotel or a shelter. The political climate of the community consists mainly of the Democratic Party. Our school is used as a local and national voting site and have gained this information this way. Due to the low socio-economic status of the school is provided with programs to help students with learning, clothing and meals for their families. That includes the free lunch, math and reading programs to increase learning as well as special services such as speech resources, physical and occupational therapy.
In the classroom the desks are grouped by learning ability. Each student has a shoulder partner and a face partner. There is a smart board in the classroom, each student has been assigned an XO laptop and there is a classroom set of I-pads for the students that can be checked out. These factors will all be taken in to consideration when planning by the types of literature that is chosen. We utilize all information to structure the social studies lessons and the units covered. We will include specific times in history to focus and dwell on, we will also take the time to incorporate etiquette as part of our teaching practices. For the classroom contextual factors we will utilize this in planning in regards to where the students are sitting and the technology available. The shoulder partners and face partners are strategically grouped so that whenever asked to work with either partner the students are always being differentiated by ability. Many lessons and activities will be structured around the programs that the XO laptops offer. Because the students have their own and are allowed to take them home daily homework, classwork and projects are all assigned on them.

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

The student will be able to recognize a digit represents 10 times the value of what it represents in the place to its right and perform this with 80% accuracy. The students will be able to name numbers within 1 million by building understanding of the place value chart and placement of commas for naming base thousand units with 80% accuracy. The students will be able to read and write multi-digit numbers using base ten numerals, number names, and expanded form with 80% accuracy.

Math.4.NBT.2 Read and write multi-digit whole numbers using base-ten numerals, number names, and expanded form. Compare two multidigit numbers based on meanings of the digits in each place, using >, =,

The student will be able to compare numbers based on meanings of the digits, using >,<, or = to record the comparison with 80% accuracy.

and < symbols to record the results of comparisons.

The students will be able to round multi-digit numbers to the thousands place using the vertical number line with 80% accuracy. The students will be able to round multi-digit numbers to any place using the vertical number line with 80% accuracy. The students will be able to use place value understanding to round multi-digit numbers to any place value with 80% accuracy. The students will be able to use place value understanding to round multi-digit numbers to any place value using real world applications with 80% accuracy.

Math.4.NBT.3 Use place value understanding to round multi-digit whole numbers to any place. This standard refers to place value understanding, which extends beyond an algorithm or procedure for rounding.

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.

Instructional Plan for the Unit

ACTIVITIES/STRATEGIES/MATERIALS/RESOURCES Unit Objective Number(s)

Students build the place value chart to 1 million and learn the relationship between each place value as 10 times the value of the place to the right. Students manipulate numbers to see this relationship, such as 30 hundreds can be composed as 3 thousands. Conversely students decompose numbers to see that 7 thousands is the same as 70 hundreds. As students build the place value chart into thousands and up to 1 million, the sequence of 3 digits will be emphasized. They become familiar with the base thousand unit names up to 1 billion. Students fluently write numbers in multiple formats: as digits, in unit form, as words, and in expanded form up to 1 million. For example, recognize that 700 70 = 10 by applying concepts of place value and division. For this unit my materials will be the i-pad, smart board, white board and markers. The students will need the white boards and markers.

The student will be able to recognize a digit represents 10 times the value of what it represents in the place to its right and perform this with 80% accuracy. The students will be able to name numbers within 1 million by building understanding of the place value chart and placement of commas for naming base thousand units with 80% accuracy.

Reviewing and practicing place value skills in isolation will prepare students for success in writing multi-digit numbers in expanded form. I will model and show 5 hundred thousands in number circles on the place value chart and write the number below it on the place value chart. Students will draw 5 hundred thousands circles, write 5 at the bottom of the ten thousands column and 0 in each column to the right of it. I will ask the students to say the word in unit form and then in standards form. I will continue this form of practice with them throughout this unit. For this unit my materials will be the I-pad, smart board, white board and markers. The students will need the white boards and markers.

The students will be able to read and write multi-digit numbers using base ten numerals, number names, and expanded form with 80% accuracy.

For this section of the unit the students will be taught to line up the digits in each number given. Once they have so, they will compare each number one place value at a time. They will simply compare and recognize which digit is the greatest. Students will gain plenty practice by filling in the place value chart and plugging in the numbers for comparison. . For this unit my materials will be the Ipad, smart board, white board and markers. The students will need the white boards and markers. Students will round to any place using the vertical number line and approximation. The vertical number line allows students to line up place values of the numbers they are comparing. In Grade 3, students rounded to the nearest 10 or 100 using place value understanding, and students extend this understanding rounding to the nearest thousand, ten thousand, and hundred thousand. Consistency in the base ten system easily transfers understanding from the 3rd grade standard. . For this unit my materials will be the Ipad, smart board, white board and markers. The students will need the white boards and markers. Rounding to the leftmost unit is easiest for students but 4th grade students learn the advantages to rounding to any place value, which increases accuracy. The students will move from dependency on the number line and learn to approximate the number to a particular unit. To round 34,108 to the nearest thousand, students find the nearest multiple, 34,000 or 35,000 by seeing if 34,108 is more than or less than half way between the multiples. The final concept will present complex and real world examples of rounding, such as instances where the number requires rounding down but the context requires rounding up. . For this unit my materials will be the I-pad, smart board, white board and markers. The students will need the white boards and markers.

The student will be able to compare numbers based on meanings of the digits, using >,<, or = to record the comparison with 80% accuracy.

The students will be able to round multi-digit numbers to any place using the vertical number line with 80% accuracy. The students will be able to use place value understanding to round multi-digit numbers to any place value with 80% accuracy. The students will be able to use place value understanding to round multi-digit numbers to any place value using real world applications with 80% accuracy.

SUBJECT: The Arts

Instructional Plan for the Unit

ACTIVITIES/STRATEGIES/MATERIALS/RESOURCES Unit Objective Number(s)

In the 4 grade, students should be able to use improvisation to create short songs and instrumental pieces using a variety of sound sources, including traditional and non- traditional sounds, body sounds, and sounds produced by electronic means. For example, students may collaborate using body percussion, vocalizations, and/or instruments to create a chant or song. Students create rhythmic compositions using notation for whole, dotted half, half, and quarter notes; whole, half, and quarter rests; and beamed eighth notes in duple, triple, and common time and which are arranged using a variety of sound sources. For example, students may create and arrange original rhythmic compositions and work in small groups to arrange and layer their rhythmic compositions into a four-measure performance using a variety of sound sources. The students will sing and play their musical parts independently. The students will create harmony in multiple ways using their voices and/or instruments, for example, layering vocals with a song, singing partner songs, and singing rounds in two parts using accurate pitch. Students apply elemental changes (tempo) to sing or play music using correct techniques and with expression.

th

The students will be able to focus on the creation of music using a variety of sound and notational sources.

The students will be able to apply the elements of music and musical techniques in order to sing and play music with accuracy and expression.

SUBJECT: Health Education

Instructional Plan for the Unit

ACTIVITIES/STRATEGIES/MATERIALS/RESOURCES Unit Objective Number(s)

Students will be taught that care should be taken to floss correctly and not cut into the gum. Some people now use dental flossers, a plastic device which holds the floss and may be easier to use than floss on a spool. Children should learn to floss while supervised by an adult to make certain they are learning correct technique.

The student will be able to identify reasons for flossing teeth. The student will describe how and how often to floss teeth. The student will demonstrate correct flossing technique. The student will floss daily without being told to do so.

Students will learn that limiting sweet snacks is a good practice. Regular brushing and flossing are especially important to prevent the plaque from becoming tartar. It is recommended that everyone brush several times each day (especially after meals and before bedtime) and floss once each day to remove plaque between teeth and at the gum line.

SUBJECT: Physical Education

Instructional Plan for the Unit

ACTIVITIES/STRATEGIES/MATERIALS/RESOURCES Unit Objective Number(s)

The students will describe and select physical activities that provide for enjoyment and challenge. The students will participate in moderate to vigorous physical activities on a daily basis that cause increased heart rate, breathing rate, and perspiration. The students will also participate in appropriate exercises for developing flexibility. The students will learn to describe the long term effects of physical activity on the heart. The students will combine loco-motor and manipulative skills in dynamic situations with body control. The students begin to identify sources of health fitness information and continue to learn about appropriate clothing and safety precautions in exercise settings.

The student will be able to understand the importance of achieving and maintaining a healthenhancing level of physical fitness.

The students will be able to identify the components of health-related fitness.

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.

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

Type of Assessment (Check one for each assessment) Key Unit Assessments Teacher-Made
(A copy of each teacher made assessment must be attached to this plan.)

Commercially Available

Worksheets & Exit Tickets Worksheets & Exit Tickets Worksheets & Exit Tickets Worksheets & Exit Tickets Worksheets & Exit Tickets

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?

All assessments were based on previous exit ticket data. Previous day data allowed us the opportunity to check students individual ability and understanding. This also allowed us to form small groups and give extra assistance to the students that did not grasp the concept being taught. We then, structured exit tickets and homework based on the data collected. After teaching the students for weeks we have become very familiar with their abilities and willingness to try and work hard. This information helped us form assessments as well and how we would approach the next concept.

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 Students were to complete worksheet independently during class.

: Post-Assessment(s)

Students were to complete worksheet independently during class.

Evaluation Criteria Students were given 10 minutes to complete. There were 6 problems to answer. There was no grade just data taken to see if they were correct. Students were given 10 minutes to complete. There were 6 problems to answer. There was no grade just data taken to see how many more were correct.

: Other Assessment(s)

N/A

Unit Objective 2: Pre-Assessment(s)

Students were to complete worksheet independently during class.

: Post-Assessment(s) Students were to complete worksheet independently during class.

Students were given 10 minutes to complete. There were 6 problems to answer. There was no grade just data taken to see if they were correct. Students were given 10 minutes to complete. There were 6 problems to answer. There was no grade just data taken to see how many more were correct.

Other Assessment(s)

N/A

Unit Objective 3: Pre-Assessment(s)

Students were to complete worksheet independently during class.

Students were given 10 minutes to complete. There were 6 problems to answer. There was

: Post-Assessment(s) Students were to complete worksheet independently during class.

no grade just data taken to see if they were correct. Students were given 10 minutes to complete. There were 6 problems to answer. There was no grade just data taken to see how many more were correct.

Other Assessment(s) N/A

Unit Objective 4: Pre-Assessment(s)

Students were to complete worksheet independently during class.

: Post-Assessment(s) Students were to complete worksheet independently during class.

: Assessment(s)

Other

Students were given 10 minutes to complete. There were 6 problems to answer. There was no grade just data taken to see if they were correct. Students were given 10 minutes to complete. There were 6 problems to answer. There was no grade just data taken to see how many more were correct.

N/A

Unit Objective 5: Pre-Assessment(s)

Students were to complete worksheet independently during class.

: Post-Assessment(s) Students were to complete worksheet independently during class.

: Other Assessment(s)

Students were given 10 minutes to complete. There were 6 problems to answer. There was no grade just data taken to see if they were correct. Students were given 10 minutes to complete. There were 6 problems to answer. There was no grade just data taken to see how many more were correct.

N/A

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 / Post Assessment Difference Data

20

15

Series 1 10 Series 2 Series 3 5

0 Test Sequence 1 Test Sequence 2 Test Sequence 3 Test Sequence 4

Blue= # of students missing 0 or 1 on Post Tests 1-4 Red = # of students missing 2 or 3 on Post Tests 1-4 Green = # of students missing 4 or more on Post Tests 1-4 These results showed us that based on the results of the first test we needed more small group time for the students that did not understand the concept. Once we added more small group time, the number of students missing 0 or 1 increased greatly on every test afterwards.

Section VII. Reflection and Self-Assessment 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 students have made progress based on exit tickets, pre and post tests and homework. The grades on our summative assessments have proven that our strategy of small group re-teaching sessions have worked. Two students in particular have been removed from the small group and are back doing independent work during the group time. These two students were consistently in the small group after each assessment and have since moved out. This is as a result of hard work and small group reteaching. The students have definitely gained 80% of what we expected them to from this unit. 80% mastery is our goal and we achieved it for this unit. The students have not received official grades on pre and post assessments, homework or classwork. They are however, graded on Exit tickets and th Summative Assessments. These grades are reported to the entire 4 grade team and parents. The data th is reported to the team and the Math Facilitator assigned to 4 grade. She will review the results and the data to try and assist us in strategies for moving forward.