Cws - Final Revised 1

COLLEGE OF CHARLESTON
SCHOOL OF EDUCATION, HEALTH, AND HUMAN PERFORMANCE
TT3: UNIT WORK SAMPLE
*Each section of this template is completely described above.

*Section numbers correspond to components of the associated scoring rubric for this project.
Clinical Practice Intern
James Vickers
School
Marrington Middle School
Middle Grades Education- English & Social Studies
6th Grade/ English
Grade level(s)/Subject area(s)

Dates of unit
Major
from
02/09/15
to 04/11/15
Number of lessons in unit
25
UWS Section I: Unit Topic or Title (from LRP)

Exploring Drama- Unit 5 (6 weeks)
Priority Standards: RL 2, RL 3, RI 9, W 2, W 8, L 4
Supporting Standards: RL 1, RL 4, RL 7, RI 1
Big Idea: Playwrights choices concerning the staging of a play (including costumes, settings, props, use of space on stage, and acting) affect the audiences
experience with a story or plot. Drama provides an intense experience for the reader different from prose or poetry by allowing the reader to identify directly with a
character or characters, unfolding plot in a single time period, (in performance) using a variety of senses (particularly sight and sound) simultaneously to immerse the
viewer in a story. Drama uses routine structures (ex. acts, lines, scenes, stage directions) and a variety of organizational strategies (including flashback,
foreshadowing, and soliloquy) to share a story and elicit an emotional response in the reader/viewer.
Plays used: Prince and the Pauper, The Dying Detective, and The Phantom Tollbooth
UWS Section II: Contextual Factors (from LRP)
Marrington Middle School of the Arts is a non- Title I school. The school has a total of 392 students. It has received a rating of excellent on their annual
report card and received the National Blue Ribbon Award for their students achievement. The students who attend the school are offered diverse
instructional programs that allow students to distinguish themselves through outstanding academic achievement and artistic performance. In order to be
eligible to attend this middle school, students must be rising sixth graders from Howe Hall AIMS. Students are also screened and identified as artistically
talented and gifted as part of Berkeley Countys STEP program. These students are placed in two fine art classes including visual arts, drama, band,
strings, chorus, dance, PE, and creative writing. These students are in four core curriculum classes including ELA, Social Studies, Science, and Math.
Students socioeconomic status is varied. Some students parents/guardians who are active duty military stationed on Joint Base Charleston Air Force or
Naval or reside in base housing are accepted. The base is right next door to the school, so most of the students are car riders and there is only one bus that
comes to pick up students from different parts of the city. The information about the school is obtained from the schools website and observations.
Class: Block 1- 6th Grade On-Level ELA

(17 students)
Factor
(e.g., gender, SES, reading
levels, learning styles)
Description
(in terms of your students)
Source(s)
Gender
Boys: 8
Girls: 9
PowerTeacher
Ethnicity
White: 11
Black: 5
Hispanic: 1
Mixed: 0
PowerTeacher
Special Education
Resource once daily: 2
PowerTeacher,
Resource Teacher
504
1 student
Assistant Principal
Speech
0 students
PowerTeacher;
Resource teacher
ESL
0 students
PowerTeacher;
ESL Teacher
Gifted & Talented
0 students
PowerTeacher
Retained students
Retained once: 2
Testview
Free Lunch
6 students
PowerTeacher
Reduced Lunch
1 student
PowerTeacher
Learning Styles
Visual: 7
Auditory: 1
Tactile/Kinesthetic: 6
Mixed: 3
Learning
Style Inventory

(17 students)
Factor
Description
ELA
Not Met 1: 0 students
Not Met 2: 1 student
Met: 8 students
Exemplary 4: 5 students
Exemplary 5: 1 student
2 students did not take PASS
Writing
Met: 6 students
Spring 2014 PASS

ELA Testing
Source(s)
Testview

(17 students)
Factor
Description
Source(s)
Gender
Boys: 10
Girls: 7
PowerTeacher
Ethnicity
White: 12
Black: 3
Mixed: 2
PowerTeacher
Special Education
Resource twice daily: 1
PowerTeacher,
Resource Teacher

(17 students)
Factor
Description
Source(s)
504
0 students
Assistant Principal
Speech
0 students
PowerTeacher;
Resource teacher
ESL
0 students
PowerTeacher;
ESL Teacher
Gifted & Talented
0 students
PowerTeacher
Retained students
Retained once: 2 students
Testview
Free Lunch
5 students
PowerTeacher
Reduced Lunch
4 students
PowerTeacher
Learning Styles
Visual: 6
Auditory: 2
Mixed: 4
ELA
Met: 10 students
Writing
Met: 6 students
Learning
Style Inventory
Spring 2014 PASS

ELA Testing
Testview

(21 students)
Factor
Description
Source(s)
Gender
Boys: 10
Girls: 11
PowerTeacher
Ethnicity
White: 10
Black: 9
Hispanic: 1
Native American Indian/Alaskan: 0
Mixed: 1
PowerTeacher
Special Education
PowerTeacher,
Resource Teacher
504
1 student
Assistant Principal
Speech
0 students
PowerTeacher;
Resource teacher
ESOL
0 students
PowerTeacher;
ESL Teacher
Gifted & Talented
0 students
PowerTeacher
Retained students
Retained once: 1 student
Testview
Free Lunch
6 students
PowerTeacher
Reduced Lunch
7 students
PowerTeacher
Learning Styles
Visual: 10
Auditory: 3
Mixed: 1
ELA
ELA
Learning
Style Inventory
Spring 2014 PASS

ELA Testing
Testview

(21 students)
Factor
Description
Source(s)

Met: 16 students
Writing
Met: 8 students

(13 students)
Factor
Description
Source(s)
Gender
Boys: 10
Girls: 3
PowerTeacher
Ethnicity
White: 4
Black: 6
Hispanic: 2
Native American Indian/Alaskan: 0
Mixed: 1
PowerTeacher
Special Education
PowerTeacher,
Resource Teacher

(13 students)
Factor
Description
Source(s)
504
0 students
Assistant Principal
Speech
0 students
PowerTeacher;
Resource teacher
ESL
0 students
PowerTeacher;
ESL Teacher
Gifted & Talented
0 students
PowerTeacher
Retained students
Retained once: 3 students
Testview
Free Lunch
7 students
PowerTeacher
Reduced Lunch
1 student
PowerTeacher
Learning Styles
Visual: 4
Auditory: 2
Mixed: 5
ELA
Met: 6 students
1 student did not take PASS
Writing
Met: 6 students
1 student did not take PASS
Learning
Style Inventory
Spring 2014 PASS

ELA Testing
Testview
UWS Section III: Describe your overall Unit Plan here:
UWS Section III, Put short versions of Parts A F here: Describe and/or attach the assessments for each unit objective. Include descriptions of any necessary
accommodations. For each assessment, include the evaluation criteria (i.e., describe and/or attach appropriate scoring rubrics, observation checklists, rating scales, item
weights, and the like). Note: Attachments must be clearly labeled to indicate their relationship to the elements in the table below.
Objectives
(III A)
Grammar: Students will

be able to determine and
correctly define the root
or main part of a noun,
adjective, or other word
known as a STEM.
Correlated
Standards/Exp
ectations (III
A)
CCSS.ELA-
LITERACY.L.6.4
Determine or
clarify the
meaning of
unknown and
multiple-meaning
words and
phrases based on
grade 6 reading
and content,
choosing flexibly
from a range of
strategies.
Assessments
(III B)
Accommodations
(III C)
Pre Assessment Analysis

and Instructional
Decision Making
(III D)
Pre-Assessment(s):
Stems
List
Notes/Click-it
Words
(Classwork/20%)
Stems
Notecards
(Homework/10%)
Post Assessment:
Stems Quiz (Minor
Assessment/30%)
Students are able to use a dictionary and Above Average- Students will be
elbow partner to find different meanings paired with below average and
of the stems given to the students.
average students to find click-
Each student is given notecards to it words that will give hints for
memorize and define the stem so they those students struggling next
are able to succeed on their post- time on the assessment.
Congruence
between
Accommodation
s and Learning
Goals (III E)
Students using a
dictionary and the
help of an elbow
partner gain a larger
vocabulary
by
knowing how to add
and/or
assessment.
Average- Give applicable words prefixes
suffixes
to
define
Students with IEPs or 504s are able to go to reassure they know the
words
they
may
to guidance and hear the test orally definitions and root words.
have never seen or
rather than read it themselves.
Below
Average-
Given
used before.
applicable
words
by
teacher
to
Early finishers are allowed to read
reassure they know the
independently.
definitions and root words for
success on the next assessment.
Students will go to A+ Lab to
receive at least a 70% on their
assessment after being tested
on the standards that he/she
missed on the unit assessment.
Resources and
Technology
(III F)
Smart Board
Stems
List
(Attachment A)
Notes
Stems Quiz (Attachment

B)
Stems
Notecard
(Attachment C)
Objectives
(III A)
Grammar: Students are

able to determine or
clarify which editors
marks are used to
correctly punctuate a
sentence and to capitalize
all necessary words;
identify clauses, sentence
type, and sentence
purpose.
Correlated
Standards/Exp
ectations (III
A)
CCSS.ELA-
LITERACY.L.6.4
Assessments
(III B)
Pre-Assessment:
Daily
Grammar
Determine
or
Practice Sheet (20%)
clarify
the
meaning
of
unknown
and
multiple-meaning
words
and
phrases based on
grade 6 reading
content,
Students will be able to and
determine or clarify choosing flexibly
from a range of
sentence parts.
strategies.
Students will be able to
determine and clarify the
parts of speech in a
sentence.
Accommodations
(III C)
As a class, students will discuss the

answers for each Daily Grammar
Practice Sheet. Students will share their
answers with a clear explanation so their
peers understand the grammatical
concept from a students point of view
that may seem easier than a teachers
lectured response.

and Instructional
Decision Making
(III D)
Above Average- Students will

answer questions and come to
the board to correctly give
answers for DGP while students
who struggle with grammar
listen to their peers answers.
Average- Questioned about

their
misconceptions
and
Early finishers are allowed to read answer their own mistakes after
independently.
seeing the correct answers.
Below Average- will be assigned
one peer that is able to explain
their concepts of grammar skills.
Provide
one-on-one
with
teacher to find out where the
learning gap for the student is.
After finding that, assign the
students similar, but simplified
examples of content to check
understanding.
Congruence
between
Accommodation
s and Learning
Goals (III E)
Resources and
Technology
(III F)
The Daily Grammar Smart Board

Practice is a great Daily Grammar Practice
tool for student Sheet (Attachment D)
valuable practice in
language arts skills.
Students are able to
determine
grammatical errors
they make in their
own writing by
analyzing
and
making corrections
to
different
examples
of
improper grammar
such as punctuation,
capitalization, parts
of speech, and
sentence parts.
Objectives
(III A)
Drama: Students are able

to read and analyze a
short folktale titled, A
Coyote Tale from the
Pueblo Indians. Students
will then analyze (break
down) the plot and
characterization of the
story. After an analysis of
the story, students will
create
their
own
characters using kettle
corn potato chips and fill
out a character profile
sheet.
Correlated
Standards/Exp
ectations (III
A)
CCSS.ELA-
LITERACY.RL.6.5
Analyze how a
particular
sentence, chapter,
scene, or stanza
fits into the
overall structure
of a text and
contributes to the
development of
the
theme,
setting, or plot.
Assessments
(III B)
Pre-Assessment:
A Coyote Tale from
the Pueblo Indian
folktale
Post Assessment:
Character
Worksheet
(Classwork/20%)
Accommodations
(III C)
Students with IEP and 504s are allowed
to take extra time on their worksheets
either having parental guidance at home
to evaluate their answers or in guidance
the following day.

and Instructional
Decision Making
(III D)
Above Average- Chosen to be

placed in role-playing activities
to accommodate those who
comprehend the text by reading
but are able to with visual
Early finishers are allowed to read representation.
independently.
Average- Students are used as
models before actual lesson.
This will perceive them as being
a character that they must
analyze. Students will be placed
into groups to come up with
different vocabulary for their
characters.
Congruence
between
Accommodation
s and Learning
Goals (III E)
Early finishers are

using valuable time
by
reading
independently
rather than wasting
it doing other things.
Students who need
accommodations are
able to have the
time
needed
necessarily for them
to ensure a better
grade than if they
did not have the
time exceeding the
Below Average- Students will be
recommended time
assisted by the above avg. and
for the students.
avg. students in small groups for
the analysis of the text and
creation of characters. These
students will also have one-on-
one with the teacher to insure
they know the instructions and
elements used for their
assignment.
Resources and
Technology
(III F)
A Coyote Tale from the

Pueblo Indian folktale
(Attachment E)

Character Worksheet
(Attachment F Pt. 1 & 2)

Objectives
(III A)
Drama: Students are able

to read and analyze the
play, Prince and the
Pauper as a class. After
reading the text, students
will correctly state which
cause responds to each
effect. Students will also
be able to relate to the
characters, as they will
write about a wish they
never wished they asked
for such as the prince and
the pauper in the text.
This prompt is created to
prepare students for
ASPIRE writing testing.
Correlated
Standards/Exp
ectations (III
A)
CCSS.ELA-
LITERACY.RL.6.3
Describe how a
particular story's
or drama's plot
unfolds in a series
of episodes as
well as how the
characters
respond
or
change as the plot
moves toward a
resolution.
CCSS.ELA-
LITERACY.W.6.2
Write
informative/expla
natory texts to
examine a topic
and convey ideas,
concepts,
and
information
through
the
selection,
organization, and
analysis
of
relevant content.
Assessments
(III B)
Pre-Assessment(s):
Prince and
Pauper play
the
Post Assessment(s):
Prince and the
Pauper
Lecture
Worksheet (Verbal)
Cause & Effect
Worksheet (Verbal)
ASPIRE
writing
prompt
(Wish)
(Classwork/20%)

and Instructional
Decision Making
(III D)
Accommodations
(III C)
Students are chosen for different
characters in the story. Students who are
not great readers are able to hear the
story aloud instead of focusing on words
that may seem unfamiliar to them.
Above Average- Students who

excelled can volunteer to help
correct misconceptions. When
reading the plays, students are
to discuss with peers the
Students are to complete lecture notes content within the text so those
as I go over background information. We surrounding them are able to
will review information as a class to truly understand what elements
of drama are used in the text.
bring together everyones
understanding of the text given.
Students with IEP and 504s are allowed Average- Students struggling
to take extra time on their writing with comprehensions, will be
prompt assignments rather than the given roles to play as. These
roles will help for understanding
time given.
of the text.
Early finishers are allowed to read
Below Average- I will make sure
independently.
to repeat instructions and
content
to
check
for
understanding. I will give a list
of key words used during the
lesson. Provide instructions
orally and written.
Congruence
between
Accommodation
s and Learning
Goals (III E)
Resources and
Technology
By listening to great
readers, those who
struggle
with
reading
are
following along in
the text, and are
focused more on the
content rather than
words.
Prince and the Pauper

Play
(III F)
Smart Board
Prezi
Presentation
(Background
Info)
(Attachment G Pt. 1&2)
Cause
&
Effect
Worksheet (Attachment
H)
ASPIRE writing prompt

Early finishers are
(Attachment I)
using valuable time
by
reading
independently
rather than wasting
it doing other things.
Students who need
accommodations are
able to have the
time
needed
necessarily for them
to ensure a better
grade than if they
did not have the
time exceeding the
recommended time
for the students.
Objectives
(III A)
Drama: Before students

read any Acts, students
will develop and increase
their knowledge of vocab
in the text by using a
vocabulary worksheet.
Students are able to read
and analyze the play,
The
Phantom
Tollbooth, Act 1 &2, as a
class.
Students will finish both
Act 1&2 as a class and
pair up to complete a
theme worksheet based
on
The
Phantom
Tollbooth but with
different scenarios.
Correlated
Standards/Exp
ectations (III
A)
Assessments
(III B)
CCSS.ELA-
LITERACY.RL.6.3
Pre-Assessment(s):
The
Phantom
Describe how a Tollbooth
Act.
particular story's 1&2
or drama's plot
unfolds in a series
of episodes as
well as how the
characters
respond
or
change as the plot
moves toward a
resolution.

CCSS.ELA-
LITERACY.RL.6.5
Analyze how a
particular
sentence, chapter,
scene, or stanza
fits into the
overall structure
of a text and
contributes to the
development of
the
theme,
setting, or plot.
Post Assessment(s):
Theme Work sheet
(Classwork/20%)
Other Assessments:
Four
Square
Vocabulary (Verbal)
Accommodations
(III C)
Students are chosen for different
characters in the story. Students who are
not great readers are able to hear the
story aloud instead of focusing on words
that may seem unfamiliar to them.

and Instructional
Decision Making
(III D)
Above Average-
Congruence
between
Accommodation
s and Learning
Goals (III E)
By listening to great
readers, those who
struggle
with
reading
are
following along in
the text, and are
focused more on the
content rather than
words.
Students who excelled can

volunteer to help correct
misconceptions. When reading
the plays, students are to

discuss with peers the content
Early finishers are allowed to read within the text so those
surrounding them are able to
independently.
truly understand what elements

of drama are used in the text.
Early finishers are
Students with IEP and 504s are allowed
Average- these students should using valuable time
to take extra time on their worksheets
reading
accommodate those students by
either having parental guidance at home
independently
who are not following or
to evaluate their answers or in guidance
comprehending the text. These rather than wasting
the following day.
students are helped by the it doing other things.

above average students but can Students who need
assist based on their knowledge accommodations are
of the text and working with able to have the
others in small group.
time
needed
necessarily
for
them
Below Average- I will make sure
to repeat instructions and to ensure a better
content
to
check
for grade than if they
understanding. I will give a list did not have the
of key words used during the time exceeding the
recommended time
lesson.
for the students.
Resources and
Technology
(III F)
Smartboard
Elmo Projector
(Display of worksheet
on board for class)
The
Phantom
Tollbooth Act 1&2 Play
Four-Square Vocabulary
Worksheet (Attachment
I)
Theme
Worksheet
(Attachment J)
Objectives
(III A)
Correlated
Standards/Exp
ectations (III
A)
Assessments
(III B)
Accommodations
(III C)

and Instructional
Decision Making
(III D)
Congruence
between
Accommodation
s and Learning
Goals (III E)
Resources and
Technology
(III F)
Drama: Students will take
their
drama
unit
assessment based on the
multiple
texts
read
throughout the 6 weeks
span.
cite textual evidence to
support their analysis for
their
short
answer
questions and essay.
Students will write an
informative/explanatory
essay that relates to the
theme of both The Prince
and The Pauper and The
Phantom Tollbooth.
determine the theme of a
cold read and answer
multiple-choice questions
on that specific story.
determine the meaning of
drama vocabulary terms
from the text by the
analysis of specific words.
RL.1: Cite textual evidence to support

analysis of what the text says
explicitly as well as inferences drawn
from the text.
RL.2: Determine the theme or central
idea of a text and how it is conveyed
through particular details; provide a
summary of the text distinct from
personal opinions or judgments.
RL.3: Describe how a particular
storys or dramas plot unfolds in a
series of episodes as well as how the
characters respond or change as the
plot moves toward a resolution.
RL.4: Determine the meaning of
words and phrases as they are used in
a text, including figurative and
connotative meanings; analyze the
impact of a specific word choice on
meaning and tone.
RL.6: Determine an authors point of
view or purpose in a text and explain
how it is conveyed in the text.
W.2: Write informative/explanatory
texts to examine a topic and convey
ideas, concepts, and information
through the selection, organization,
and analysis of relevant content.
L.4: Determine or clarify the meaning
of unknown and multiple-meaning
words and phrases based on grade 6
reading and content, choosing flexibly
from a range of strategies.
Post Assessment:
Drama Unit Assessment
(Major Assessment/40%)

Early finishers are Above Average-
allowed
to
read Students
who
independently.
excelled
can
Students with IEP and volunteer to help
504s are allowed to correct
take extra time on misconceptions or
their drama unit read independently.
assessment with the Average- When going
help of the guidance over the test as a
counselor/ resource class, students will
director.
receive
more
scaffolding
from
myself. I will correct
any misconceptions
that students made
on the test.
Below
Average-
Students will go to A+
Lab to receive at least
a 70% on their
assessment
after
being tested on the
standards
that
he/she missed on the
unit assessment.
Early finishers are

using valuable time
by
reading
independently rather
than wasting it doing
other things.
Students who need
accommodations are
able to have the time
needed necessarily
for them to ensure a
better grade than if
they did not have the
time exceeding the
recommended time
for the students.
Drama-Unit
Assessment
(Attachment K)
Elmo Projector
(Display of worksheet
on board for class)
UWS Section IV: Analysis of Student Learning (A-C)

In order to develop the best method of instruction for my students, I first needed to assess their prior knowledge of material within the unit. Before introducing students
to the specifics within the unit, I will give a very basic pre-assessment that will only be counted for a completion grade. Most students mastered the vocabulary terms that
go with drama. 70% of the students were able to not only define the terms but give accurate examples of what the terms were or meant personally to them. 30%, however,
had no experience in drama at all and it was their first time hearing the material. After teaching the material and giving a Drama Unite Test, there were six out of 18
students that failed the assessment. The students who did not meet the expectations and observations were given an opportunity to at least make a 70% by being tested on
the standards missed on the test provided by A+ Lab (school provided). There was only one student who made an A, 4 students that made a B, 3 students that made a C,
and 3 students who made a D. While there were some students to appropriately provide examples of key terms and answer multiple choice questions on their cold read
multiple choice questions, they did struggle writing analysis of the text by providing themes and also no textual evidence for short answer questions. These areas have
been constantly practiced in class but will be broken down even more so they are able to practice individually on grammatical rules and providing evidence for their
answers.
When looking at students with IEPs and 504s who needed accommodations for their testing, these students performed average compared to the rest of the
students. Students were able to first perform the test in a regular classroom setting. Afterwards, students were able to go to the resource counselor or guidance counselor
to hear the test read orally and also provide students with extra timing. While reviewing the testing, the students with accommodations ranged from a solid A (95%) to an
F (43%). Since the pre-test was informal questioning and worksheets, planning for this unit was to teach them the elements of drama plus grammatical practice used for
essays and short answers. There were a large number of students who were familiar with the material for drama; many did need more practice as far as knowing the
difference between plot and theme, and what textual evidence was needed to truly answer questions to a task. When answering short answer questions, students used
more opinions than actual evidence from the text even when it was provided for them. After the lesson of showing them how to use evidence and where to find it, 85% of
students could accurately answer the incorrect short answers on their assessments with the correct answers and evidence. Students who did not know the difference
between plot and theme were provided a Prezi presentation using cultural books, televisions shows, and games that students could relate to and understand the concept of
both. After the presentation students were to provide 3 examples of both plot and theme to check if they understood the difference between the two. 95% of the students
were able to demonstrate the correct knowledge of the material.
Pre-Assessment
Post Assessment
Sub Group
Assessment of Student Performance

Course: ELA
Assessment Type
(e.g., homework,
classwork, writing
samples, tests)
Evaluation Criteria
(e.g., completion,
accuracy, rubrics)
Grade Weights
(e.g.,
percentages,
point values)
Maintaining
Records
(e.g., Power
Teacher,
gradebook)
Homework
Completion and/or
Accuracy
10%
Power Teacher
Gradebook
Classwork
Completion and/or
Accuracy
20%
Power Teacher
Gradebook
Minor Assessments
Accuracy
30%
Power Teacher
Gradebook
Major Assessments
Accuracy for tests

Rubrics for writing
and projects
40%
Power Teacher
Gradebook
Grading Scale: A= 100-93, B=92-85, C= 84-77, D=76-70, F=below 69
Individual:
Student A
Stems
Words/Clickit Words
Stems
Notecards
Stems Quiz
Character
Worksheet
(Coyote)
ASPIRE
Writing
Prompt
Theme
Worksheet
Drama Unit
Assessment
105%
Daily
Grammar
Practice
(DGP)
83%
Grades
(Percentage
%)
Student B
100%
90%
100%
82%
100%
95%
100%
100%
102%
95%
67%
99%
70%
67%
When looking at the individual students, it is apparent that student A was well prepared for class rather than student B. Student A really did not seem to struggle
on any specific subject but grades slumped for both grammar assessments rather than the unit assignments with a grade 82% for DGP and 83% for ASPIRE writing
prompt. This student does meet all expectations of objectives assigned for lessons but could have received more one-on-one time from myself to ensure higher grades for
the writing and grammar practice. As far as student B, this individual did the opposite and had some areas for improvement. Student B seemed to not meet the
expectations of the Unit assessment and failing the test. This student should have prepared more at home and also asked questions about things he/she was not sure
about before test. This student seemed to struggle with comprehension of paragraphs and cold reads after noticing the grade 67% for the Character Worksheet as well as
the Drama Unit Assessment. Even though it seemed that the student was not a strong reader, they were rather a great writer after looking at their standardized test,
writing prompt with the grade of a 99%.
Subgroup:
Drama Unit
Assessment
Students
74%
79%
40%
95%
67%
86%
90%
77%
84%
After reviewing the grades for this subgroup, it seemed as if the assessment was an overall challenging assessment for students. The students in the group range
from a solid A to an F. Those who have been following the expectations of the classroom, received help at home, and asked questions during class grades were an A to a
low B. Those who were lacked expectations or did not ask any questions that they were unsure of received the grade of a low C to an F. After receiving these grades,
students who excelled were grouped into pairs with a student who did not meet the objectives. They would then share explanations of how one got the answers for their
assessment.
Entire Class: (See attachment)
In order to develop the best method of instruction for my students, I first needed to assess their prior knowledge of material within the unit. Before introducing students
to the specifics within the unit, I will give a very basic pre-assessment that will only be counted for a completion grade; in which students who have completed the Daily
Grammar Practice. This assessment will consist of students using editors marks are used to correctly punctuate a sentence and to capitalize all necessary words; identify
clauses, sentence type, and sentence purpose, determine or clarify sentence parts and the parts of speech in a sentence. I will collect these assessments in order to gather
information that indicates possible areas of strengths and weaknesses for my students. It is therefore my goal to find ways to accommodate all of my students during this
unit of study so that all students are able to see clear improvement in their knowledge and comprehension of the unit by comparing the results of their DGP with writing
assignments for ASPIRE. This will serve as a method for reviewing material needed to improve for grammar. This will provide students with positive reinforcement
through analysis of their growth of comprehension and development through out the course of the unit.
When adjusting to the unit, students were tested on their grammar as well as elements of drama. The students were tested on the how well they knew the knowledge
provided with many worksheets such as Character worksheet, Theme worksheet, and then completing the assessment after all material was read from The Prince and the
Pauper and The Phantom Tollbooth. Students seem to do fairly well as a class of meeting the objectives. Those who werent received help in tutoring/afterschool
programming. After the assessment, students who did not meet the expectations and observations were given an opportunity to at least make a 70% by being tested on
the standards missed on the test provided by A+ Lab (school provided).
UWS Section V: Reflection and Self-Assessment

After having the opportunity to organize and teach a 6th grade English unit, I have left with a lot of awareness about classroom management, planning, and
instructional strategies. I have definitely gained a true respect for the importance of staying close to your objectives when planning and teaching a full unit. It was truly a
wake up call when looking at the districts expectations and UPOs to plan for a unit. There was so much to cover in a set amount of time but a teacher must constantly
think about what is needed for lessons based on the objectives and expectations. I learned the importance of being able to adapt to the curriculum and make changes
when they were needed. A phrase that stuck with me throughout student teaching was, monitor and adjust, and that was something I did a lot of. Sometimes I felt that
things were either too much for a student, too little, or pointless. I had to adjust to what I stated on my lesson plans but figure out a way to stick to the curriculum and
not take away from the students knowledge. If I taught the unit having only using the curriculum as it was with no alterations, I felt that the students would not have met
all of the objectives given. I understand as a teacher, I will not always be given the best unit to work with. I know that it is my job to figure out how I can adapt to the
lessons so that they will be more effective and beneficial for my students. Before teaching, scrambling around for different materials was ridiculous. It wasnt until I sat
down and wrote down a list of what materials I felt were suited for my lessons. Organization was not my best friend at first, but after many sleepless nights, I finally knew
exactly what I needed to work on and that was managing time and organizing lessons.
With the help of my cooperating teachers assistance and college supervisor, they provided many different instructional strategies that were effective for my
students learning and making my teaching even more successful. I gave off a very happy rapport to my students but at the same time I lacked being that stern teacher they
needed in the class to stay on task. It wasnt until the end I knew where I stood and that was being too friendly sometimes. I finally became stern and showed that I cared
for their learning but also controlled their behavior as students. This may not seem like a large factor but it really was.
As far as lessons, my students seemed to love the interaction I had with them especially for answering questions. I made all plans some how relate to the cultural
background of my students. Specifically, I touched basis on the social media and gaming world to relate to different elements of drama for my drama unit. Students were
so anxious whenever I created a Prezi because they knew exactly what I was going to do: Entertain but keep it modern and centered around what they loved as a child. My
students left each lesson with minds of suspense and wanting to learn more. In my mystery unit lesson, I talked about the mystery of crop circles. I showed the students
different images of these crop circles from the past and present. I also showed students blogs written by teens, people using them in games to show messages, and even
movies using them to say they were created by aliens. I loved pulling my students into the lesson and the next day there were so many that came to me with different
pictures and stories about crop circles. This then told me that I achieved all objectives set for that unit and found that my students were truly learning. Overall, I believe
my unit was a success and the students left having met all of my expectations and objectives.

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COLLEGE OF CHARLESTON

SCHOOL OF EDUCATION, HEALTH, AND HUMAN PERFORMANCE

TT3: UNIT WORK SAMPLE

*Each section of this template is completely described above.

Marrington Middle School

Middle Grades Education- English & Social Studies

6th Grade/ English

Grade level(s)/Subject area(s)

Number of lessons in unit

UWS Section I: Unit Topic or Title (from LRP)

TT3: UNIT WORK SAMPLE

Class: Block 1- 6th Grade On-Level ELA

Resource once daily: 2

Gifted & Talented

TT3: UNIT WORK SAMPLE

Class: Block 1- 6th Grade On-Level ELA

Spring 2014 PASS

Class: Block 2- 6th Grade On-Level ELA

Resource twice daily: 1

TT3: UNIT WORK SAMPLE

Class: Block 2- 6th Grade On-Level ELA

Gifted & Talented

Retained once: 2 students

Spring 2014 PASS

TT3: UNIT WORK SAMPLE

Class: Block 3- 6th Grade On-Level ELA

Resource once daily: 1

Gifted & Talented

Retained once: 1 student

Spring 2014 PASS

TT3: UNIT WORK SAMPLE

Class: Block 3- 6th Grade On-Level ELA

Not Met 2: 1 student

Class: Block 4- 6th Grade On-Level ELA

Resource once daily: 1

TT3: UNIT WORK SAMPLE

Class: Block 4- 6th Grade On-Level ELA

Gifted & Talented

Retained once: 3 students

Spring 2014 PASS

TT3: UNIT WORK SAMPLE

UWS Section III: Describe your overall Unit Plan here:

Grammar: Students will

Pre Assessment Analysis

Stems Quiz (Attachment

Grammar: Students are

TT3: UNIT WORK SAMPLE

As a class, students will discuss the

Pre Assessment Analysis

Above Average- Students will

Average- Questioned about

The Daily Grammar Smart Board

Drama: Students are able

TT3: UNIT WORK SAMPLE

Pre Assessment Analysis

Above Average- Chosen to be

Early finishers are

A Coyote Tale from the

Drama: Students are able

TT3: UNIT WORK SAMPLE

Pre Assessment Analysis

Above Average- Students who