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

Candidate: Steven Walker

Cooperating Teacher: Ms. Brantlee Jones

Academic Year: Spring 2013/14 Grade Level: 7th grade

District: Orange County School District 5 Subject: English Language Arts

School: William J. Clark Middle School

Dates of unit: from

March 10, 2014 to April 25, 2014

Section I: Unit Title and/or Description: 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.

Four classes consisting roughly between 80-85 totals students: 1st-2nd Block: 20 students 4th-5th Block: 20 students 9th-10th Block: 23 students 11th-12th Block: 21 students With the majority of students being African American, with only three Caucasian and one Hispanic student. Two classes are Magnet and the other two are considered the Resource classes. One of the Resource classes has over students with an IEP.

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.

While every student is different from another, each class has their similarity: all are energetic and like to socialize. While the Magnet class has the ability to socialize and get their assignments complete, the Resource classes do not have that capability. My instruction had to be shaped to where I could control the students communication in the class towards their academics and be able to get every students attention and teach them the content. Getting parents involved in their childs education a big key to getting those students who were not doing well in class to focus on the task at hand. Parents were allowed to sit in the class and part take in the lesson as well as monitor their child to see how they act in class. Understanding the culture was another important factor in developing my lessons: know what the students were interested in and how I could relate it towards education and beyond the classroom.

Revised Fall 2013 ACEI/NAEYC 2010 Standards

Section IV: The Unit Plan Section IV A: Major Unit Objectives (1) List the unit objectives and (2) indicate the corresponding state standards.
(Remember objectives must contain 4 parts: performance, product, conditions and criterion.)

Unit Objectives
1) Production and Distribution of Writing

Correlated Standards/Expectations
W.7.4 Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.

2) Conventions of Standard English L.7.1 Demonstrate command of the conventions of standard American English grammar and usage when writing or speaking. L.7.2 Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing. L.7.3 Use knowledge of language and its conventions when writing, speaking, reading, or listening. L.7.4 Determine or clarify the meaning of unknown and multiplemeaning words and phrases, choosing flexibly from a range of strategies. L.7.5 Demonstrate understanding of figurative language, word relationships, and nuances in word meanings. L.7.6 Acquire and use accurately grade-appropriate general academic and domain-specific words and phrases; gather vocabulary knowledge when considering a word or phrase important to comprehension or expression.

3) Knowledge of English

4) Vocabulary Acquisition and Use

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. For 1) Production and Distributing of Writing students will need to be able to learn and understand writing strategies to prepare th them for the PASS writing exam in March. Writing Workshops will be led by the 7 grade ELA team teaching each class pod a different writing strategy the week before the exam. In these workshops the teachers will give students strategies to practice and then we will assess them on their knowledge of the strategies taught. It is important for the students and school that the students take the PASS exam serious so the school will not have a bad evaluation grade.

Revised Fall 2013 ACEI/NAEYC 2010 Standards

For 2) Conventions of Standard English the students will need to be able to understand the rules of the English language; in reading, writing, speaking and listening. Lesson plans will consist of learning different reading strategies and understanding how to read a text aloud with proper grammar. Also reviewing and getting a deeper understanding of figurative language and the conventions of language. Reading the short story War of the Wall by Toni Bambara will also be a way to help teach the students. For 3) Knowledge of English the students gain a deeper knowledge of the English language. Through in-class assignments and review figurative language, understand different terms that have multiple meanings, word relationships, phrases, and the nuances in word meaning. Students will be able to understand a more challenging text and ELA assignments when learning the strategies in class through reading the short story War of the Wall by Toni Bambara. For 4) Vocabulary Acquisition and Use, the students will learn new vocabulary each week to better help with reading comprehension and increase vocabulary knowledge. Each week the students will be given five words from the 100 Words book as well as learn a new word each day in their Daily Starter which will go with the Daily Academic Vocabulary (DAV). With the DAV students will learn about the different stems of a word, words with multiple meanings, or words with different parts of speech. This will help students in the short and long - run: short where the students will have PASS writing and reading exam and long where the students will have a deeper knowledge of vocabulary. SUBJECT: ELA

Instructional Plan for the Unit

Activities/Strategies/Materials/Resources PowerPoint Presentation, Writing Workshops- Constructing a Paragraph, Comparing Paragraph to Five Paragraph Essay, Organization, Voice, and Convention, PowerPoint Presentation, Daily Starter/Vocabulary, guiding students in the Read Aloud of the short story War of the Wall by Toni Bambara, Independent Practice assessment on comprehension, and Wall of Respect Project, and reading the novel Monster by Walter Dean Meyers and working in journals. PowerPoint Presentation, Daily Starter/Vocabulary, guiding students in the Read Aloud of the short story War of the Wall by Toni Bambara, , Independent Practice assessment on comprehension, Wall of Respect Project, and reading the novel Monster by Walter Dean Meyers and working in journals. PowerPoint Presentation, Daily Starter/Vocabulary, 100 Words Every Middle School Student Should Know, Frayer Model, Words Im Curious About in reading journal for the novel Monster by Walter Dean Meyers. Unit Objective Number(s)

1) Production and Distribution of Writing 2) Conventions of Standard English

3) Knowledge of English

4) Vocabulary Acquisition and Use

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 followed the Common Core standards and the PACING guide the 7th grade ELA teachers used to know what content to teach the students and how high my expectations should be for each student. Balancing my time with direct instruction and independent practice really made a difference between which students needed help with reading comprehension and knowing which students already mastered the standards. Strategies that helped me determine who needed more assistance in learning and who mastered the standards were read-aloud, scaffolding through guided practice, and making correlations between the content and real-world applications. These strategies focused on guiding students to their responsibility of their learning. Those who master the standard were able to comprehend their assignments and pass while those Revised Fall 2013 ACEI/NAEYC 2010 Standards

who still needed my assistance had time to receive the help and either catches up with their peers or still need more help. Understanding the students helped me come up with the PowerPoint Presentations: visuals, more detailed examples of terms, and always gave time for students to copy the notes. The majority of my students like having visuals to help them learn so I focused on the PowerPoint Presentations and made sure to have clear definitions and examples to give students a deeper understanding of the content.

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

Key Unit Assessments

made assessment must be attached to this plan.)

100 Words Week 9 Vocabulary Test War of the Wall Comprehension/Vocabulary Test

War of the Wall- Wall of Respect Project Common Assessment- Character Cumulative Assessment on 100 Words Weeks 9-12

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? With the help of team planning with the 7 grade ELA team my mentor and faculty members and observing students helped me determine my thoughts on how to assess the students. And my students daily starters and observing the Accel erated Reading books they would check out of the library indicated the reading levels of each student which led to my input in deciding on reading the short story War of the Wall.
th

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) Revised Fall 2013 ACEI/NAEYC 2010 Standards

Accommodations Daily Starter, Frayer Model

Evaluation Criteria Participation

Multiple Choice Weekly Assessment. : Post-Assessment(s)

5 points for each question= 100pts

: Other Assessment(s) Reading aloud- War of the Participation Wall and the vocabulary in the text check for comprehension. Worksheet 5 points for each question= 100pts

Unit Objective 2: Pre-Assessment(s)

: Post-Assessment(s)

: Other Assessment(s)

Unit Objective 3: Pre-Assessment(s)

Class Discussion on The Participation Wall in the story. Create a Wall of Respect Rubric 10 pictures and write 10 sentences explaining why those images are important.

: Post-Assessment(s)

: Other Assessment(s)

Unit Objective 4: Pre-Assessment(s)

Notebook/reading journals Completion checked Common Assessment Rubric

: Post-Assessment(s)

: Other Assessment(s)

Unit Objective 5: Pre-Assessment(s)

: Post-Assessment(s)

Weeks 9, 10, 11, 12 Participation vocabulary review MondayThursday test on Friday. Cumulative Assessment on Rubric Weeks 9-12 100 Words Vocabulary

: Other Assessment(s)

Section V C: After administering the pre-assessment(s), (1) analyze student performance relative to the unit objectives. (2)
Attach one or more clearly labeled tables, graphs, or charts that depict the results of the pre-assessment(s) in a format that

Revised Fall 2013 ACEI/NAEYC 2010 Standards

allows you to find patterns of student performance relative to each objective. assessment(s) and describe the implications of these results on instruction.

(3) Summarize the results of the pre-

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. These assessments and my overall student-teaching increased my understanding of the individual student and class performance. Each Assessment given was graded for the students progress/report cards in Power School . The Common Assessment on Characterization I graded I used the Microsoft 2010 Excel program because Power School during the time for grading was not working. Each of these assessments evaluated the students reading and comprehension level, and vocabulary. While the Magnet students would have maybe one to maybe five students to retake these assessments, the resource classes either had the majority to the entire class retake the assessments. To make it simple: the magnet students came to class to learn and the resource students came to school to hangout. The magnet students were able to understand master the standards being taught and the resource classes either wasted their time in the class or didnt study the notes given in class. For the most part, the majority of the students from the total of 80 st nd students made some form of improvement. From the Common Assessment on Characterization students did well from the 1 -2 and th th th th 11 -12 Blocks Magnet students and a few from the 4 -5 Block not all resource students made some form of improvement.

Section VII. Reflection and Self-Assessment

(1) Reflect on and describe the relationship between your students progress and achievement and your teaching performance. If you were to teach this unit again to the same groups of students, (2) what, if anything, would you do differently, and why? What (3) specific aspects of the instruction need to be modified? I made a great bond with the 7 grade students Ive taught at William J. Clark: always learning new content and from each other. The students all have potential and majority have achieved in improving their grade during the time Ive taught them: understanding the process of reading and writing and relating it to many aspects in life. If I were to teach the same units to these students I would start off being more firm with them and spending less time on relating the content to real-world applications. Although the standards want teachers to relate learning to the real world, I feel as though I didnt spend enough time going into details on definitions, terms, concepts, and language. I know in teaching the short story War of the Wall by Toni Bambara I really wish I had more time to teach more
th

Revised Fall 2013 ACEI/NAEYC 2010 Standards

strategies in breaking down the text and get a deeper meaning of what the author is telling the readers. I know in my future teaching I really have to understand and respect the time I have with each standard I teach.

Revised Fall 2013 ACEI/NAEYC 2010 Standards

EDUC 450 COMPONENT TARGET (3)

UNIT WORK SAMPLE SCORING RUBRIC ACCEPTABLE (2) DESCRIPTION OF STUDENTS

SCHOOL OF EDUCATION UNACCEPTABLE/DEVELOPING (1) SCORE

Description of Students ACEI 3.1 NAEYC 1a Contextual Factors collaborating with others and sources of information ACEI 3.5/NAEYC 5c Contextual Factors ACEI 3.5/NAEYC 3b Contextual Factors ACEI 5.2/NAEYC 2c Overall Rating

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. Uses substantial information from descriptions of the students to select standards to meet students individual differences and plan instruction and assessment Data is collected from multiple sources, including verbal, nonverbal and media, etc. Displays an understanding of the importance of collaborative relationships with families, school colleagues and agencies in the community.

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.

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

Uses at least three (3) types of sources to collect data Selected sources show the importance of collaborative relationships with families, school colleagues, and agencies in the community

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

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

UNIT PLAN
Objectives ACEI 3.3/NAEYC 5b Objectives ACEI 3.2/NAEYC 5c Objectives ACEI 3.2/NAEYC 5c Overall Rating Alignment with Learning Objectives
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 All objectives are thorough, significant and challenging, and are clearly stated and correlated with the SC State standards Objectives are appropriate for the development, prerequisite knowledge, experiences, diversity, and other student needs All objectives contain performance, products, conditions and criteria components Objectives are challenging and are clearly stated and correlated with the SC State standards Objectives are appropriate for the development, prerequisite knowledge and experiences, but are limited in diversity Objectives are measurable, containing 2-3 components Objectives are not clearly stated Objectives do not address the development, prerequisite knowledge, experiences, and diversity, or other student needs Objectives are not measurable.

Revised Fall 2013 ACEI/NAEYC 2010 Standards

and Instruction ACEI 4.0/NAEYC 3b Alignment with Learning Objectives and Instruction ACEI 4.0/NAEYC 3b Overall Rating Instructional Plan NAEYC 5c Instructional Plan NAEYC 5c Instructional Plan NAEYC 5c Overall Rating Selection of Strategies for Varying Levels ACEI 3.3/NAEYC 4b;4c Design for Instruction ACEI 1.0/NAEYC 5c

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.

All content is paced and sequenced so that it is covered in the allotted time All standards thoroughly display knowledge, skills and dispositions 3 or more activities relate to real world experiences

Content is paced that it is covered in the allotted times, but there are some sequencing issues Standards are inclusive of knowledge, skills and dispositions 2 activities relate to real world experiences

The content is not paced and sequenced so that is covered in the allotted time Standards are not inclusive of knowledge, skills, and dispositions Activities do not relate to real world experiences

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.

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.

ASSESSMENTS
Knowledge of Students Skills and Prior Learning ACEI 3.1 Multiple Assessment Modes ACEI 4.0/NAEYC 3b Multiple Assessment Modes/NAEYC 3b ACEI 4.0/NAEYC 3b
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.

All informal assessments are completely aligned to the objectives All formal assessments are completely aligned to the objectives

Informal assessments are aligned to adequate portions of the standards Formal assessments are aligned to adequate portions of the standards

Does not use informal assessments

Does not use formal assessments

Revised Fall 2013 ACEI/NAEYC 2010 Standards

Multiple Assessment Modes ACEI 4.0/NAEYC 3b Multiple Assessment Modes ACEI 4.0/NAEYC 3b Multiple Assessment Modes ACEI 4.0/NAEYC 3b Overall Rating Validity of Assessments ACEI 4.0/NAEYC 3b Validity of Assessments ACEI 4.0/NAEYC 3b Validity of Assessments ACEI 4.0/NAEYC 3b Overall Rating Scoring Procedures Explained ACEI 4.0/NAEYC 3b Analysis of Student Learning ACEI 4.0/NAEYC 3b Interpretation of Data and Student Learning ACEI 4.0/NAEYC 3b Interpretation of Data and Student Learning ACEI 4.0/NAEYC 3b Interpretation of Data and Student Learning ACEI 4.0/NAEYC 3b Overall Rating Instructional Decisionmaking

Uses more than one (1) authentic assessment type

Applies an authentic assessment type

Does not use authentic assessments

Has rubrics for all performance tasks

Uses rubrics for most performance tasks

Does not use performance tasks

Plans substantially for student reflections

Plans adequately for student reflections

Does not plan for student reflections

All assessments are valid All items or prompts are clearly written and correct All directions and procedures are clearly written and correct

Most assessments are valid Items or prompts are clearly written, but exhibit minimal errors Directions and procedures are clearly written, but exhibit minimal errors

Assessments are not valid Items or prompts are not clearly written Directions and procedures are not clearly written

Thoroughly, but succinctly, explains the scoring procedures for all of the assessments Uses assessment data using graphs, charts, tables, etc., to profile student learning and communicate information about student progress and achievement. Thorough and accurate interpretation is provided Meaningful, appropriate, and data supported conclusions are drawn Provides relevant and detailed hypotheses for all achieved and unachieved learning goals.

Adequately explains some of the scoring procedures for the assessments Provides an appropriate summary of assessment data to explain student learning and communicate information about student progress and achievement. An adequate interpretation is provided; contains few errors in accuracy Meaningful and appropriate conclusions are drawn with limited inclusion of data Provides generalized hypotheses for why students met or did not meet the learning goals

Fails to explain the scoring procedures for any of the assessments. Makes an inadequate attempt to summarize or display student learning and communicate information about student progress and achievement.

Interpretation is not accurate

Conclusions are not meaningful or supported by data Does not provide hypotheses as to why the students did not meet the learning goals

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

Revised Fall 2013 ACEI/NAEYC 2010 Standards

ACEI 4.0/NAEYC 3c Effective Instruction and Assessment ACEI 4.0/NAEYC 3c Effective Instruction and Assessment ACEI 4.0/NAEYC 3c Overall Rating Impact on Student Learning ACEI 4.0/NAEYC 3b

decisions. Identifies successful and unsuccessful activities and assessments Provides plausible reasons (based on theory or research) for both the success and lack thereof Identifies unsuccessful and successful activities , but not assessments or vice versa Provides plausible reasons to support why activities and assessments were either successful or not successful Does not identify successful or unsuccessful activities or assessments Does not provide reasons to support the success or nonsuccess of activities or assessments

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

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

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

Clarity and Accuracy of Is easy to follow and contains no errors in Presentation/NAEYC 6b 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.

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.

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

Acceptable/Meets (2)
Candidate demonstrates most of the attributes of the standard. Performance indicates that the competency has been demonstrated including examples, extension, or enrichment.

Target/Exceeds (3)
Candidate demonstrates all of the attributes of the standard. Performance clearly indicates that the competency has been mastered, including examples, extension, and enrichment.

Revised Fall 2013 ACEI/NAEYC 2010 Standards