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# Teacher Work Sample Nathan McArthur Geometric Transformations Feb. 12th 2014 - Feb.

27th 2014 9th Grade Secondary Math I Honors

Contents
Teacher Work Sample ....................................................................................................................................... 1 Standard I - Contextual Factors....................................................................................................................... 3 Contextual Factors Narrative ..................................................................................................... 7 Standard II -Secondary Unit Plan Template .................................................................................................. 9 Standard III -Lesson Plans .............................................................................................................................12 Lesson 1 ......................................................................................................................................12 Lesson 2 ......................................................................................................................................14 Lesson 3 ......................................................................................................................................16 Lesson 4 ......................................................................................................................................18 Lesson 5 ......................................................................................................................................20 Lesson 6 ......................................................................................................................................22 Standard IV -Analysis of Student Learning .................................................................................................24 Standard V -Reflection and Self Evaluation ................................................................................................28 Appendices ...............................................................................................................................................30 Appendix A – References........................................................................................................30 Appendix B – Pre/Post/Formative Assessments ................................................................30 Appendix C – Examples of Assessments ..............................................................................33

Standard I Teacher Candidate:

Contextual Factors
Nathan McArthur Subject: Math Grade: 9th

Standard I: Classroom Contextual Factors (DM1) - Narrative-suggested length (2 pagestyped-double-space). You will need to use differientiation (modification/adaptations) in your lesson plans, instructional strategies, and assessments that are based on student contextual factors. To help you determine what types of accommodations are needed, identify the information below. 1. Demographics: Identify the gender, race, language proficiency, exceptionalities, and number of students. a. Students: Total #__22____ Males: ___9__ Females:_13__ African American:___0___ Other: ___0___

b. Ethnicity: White: __22____ Asian: ___0___

Hispanic/Mexican: ___0__

Native American:___0____

3. Language Proficiency: Identify the number of English Language Learners and languages in your classroom.  N/A. There are no English Language Learners in this class.

4. Exceptionalities: Identify the number and type of exceptionalities in the class.  Being an honors math class in Southern Utah there are no diagnosed exceptionalities in this classroom. My mentor teacher did mention and point out a number of students who she feels are borderline Gifted and Talented, simply not diagnosed. The students the teacher feels fall under this category are number: 1, 5, 8, and 9.

5. Social Economic Status (SES)  The secretaries at HMS were reluctant to give me detailed information regarding the SocioEconomic status of the students in this class. With permission from the principal we found that the following students are on the free or reduced lunch waiver: 1, 2, 6, 14, 15, and 20

6. Academic Knowledge (If available): Describe the academic data results of the students thus far
(grades, attendance, discipline factors, core tests. etc.).

7. English Language Learners: Describe ways you can incorporate tools of language development and reading content into planning and instruction for these students. Example: ELED- SIOP/ WIDA; SCED-reading content.

Although this demographic is not represented in this classroom I will continue to implement many literacy based techniques in my instruction.

8. Multicultural Perspectives: Identify ways you can use culturally responsive curricula and teaching that meets the needs of all students.  I feel that an important aspect of math that is commonly overlooked is where the particular topic was developed. The history of math can be very exciting and can reach out to many varied cultural backgrounds that may be unfamiliar to the students.

9. Prior Knowledge: Elementary-Describe the criteria used to determine the reading and mathematics prior knowledge and give a percentage of the number of students in these different levels for reading and mathematics such as Below, Basic, or Advanced. Secondary- Review the prior knowledge needed of students to be successful in learning the content knowledge for the TWS unit and how you will implement content reading into your unit (Ex. Common Core Strategies, etc.).
8th Grade CRT: Math
Test Student #1 Student #2 Student #3 Student #4 Student #5 Student #6 Student #7 Student #8 Student #9 Student #10 Student #11 Student #12 Student #13 Student #14 Student #15 Student #16 Student #17 Student #18 Student #19 Student #20 Student #21 Student #22 Pre-Algebra Year Grade F.A.Y. Scaled Score District Avg UPASS 8 7 8 8 8 8 8 8 8 8 8 8 8 8 8 8 8 8 8 8 8 8 Y Y 199 172 171.1 169.0 4 4 2012

8th Grade Math 2013

Y Y Y Y Y Y Y Y
Y

172 177 186 180 180 180 199 169
174

171.1 171.1 171.1 171.1 171.1 171.1 171.1 171.1
171.1

4 4 4 4 4 4 4 4
4

Y Y Y Y
Y Y

174 171 166 186
174 177

171.1 171.1 171.1 171.1
171.1 171.1

4 4 3 4
4 4

Y Y
N/A

168 172
N/A

171.1 171.1
N/A

4 4
N/A

Y Y

186 174

171.1 171.1

4 4

10. Exceptionalities: Describe student exceptionalities that are identified in the class contextual factors. These exceptionalities can include; (a) development of physical, social, and emotional needs; (b) special education; (c) ethnicity; (d) gifted/talented; (e) ability differences, etc. Briefly describe ways to make modification/ differentiation for planning, instruction, and assessments.   Free or reduced lunch Potentially Gifted and Talented

10. Identify sub-groups of students: Based on your contextual class factors- identify the subgroups you will need to address in differentiation/modifications for your instruction, assessments, and analysis of student learning (e.g., gender, ELL, special education, ethnicity, gifted/talented, ability differences, or other contextual factors listed above, etc.) Subgroup data will be compared to each subgroup and the whole class.  Gender

Contextual Factors Narrative
There are twenty-two students in this Honors Secondary Math I class which make it the smallest of all the classes that I teach. The class is composed entirely of White/Caucasian students. It is worthy of noting that the majority of this advanced math class is women. The class is immediately following lunch which can contribute to behavior, focus, and attitude. The SocioEconomic Status (SES) of the students is considerable. There are 6 students that are on free or reduced lunch, which is almost 25% of the class. There are no ELL students in the class. Being an honors math class in Southern Utah there are no diagnosed exceptionalities in this classroom. In our discussion and observation we determined that there were a few students that are borderline Gifted and Talented, simply not diagnosed. There are some students that will require monitoring and accommodations due to medical issues of a sensitive nature. When preparing lessons these contextual factors need to be considered. If a student needs to be allowed to move around then the teacher must accommodate this need. Using a clip board or some other method for keeping track of this information is important. In this class a teacher needs to plan extension activities for the GATE students and should adjust their teaching to maximize the effectiveness for the majority of the class which is women. Adjusting the teaching for the benefit of the women is a sensitive and potentially dangerous area where as it can easily be confused for sexism. The SES of the students will always need to be considered in a honors math class. It is common place to make technology a part of the classroom. Some teachers go so far as to assign homework and quizzes to be done on the computer. When this is done it places additional strain and work from the students with certain SES’s. If a student doesn’t have a computer or the internet at home, then that student is at a severe disadvantage compared the students that have computers and internet in their home.

GATE students require additional activities that push them to perform at their level. Many teachers just assign more problems that the other students in class. This is ineffective as it will still be remedial for the GATE students. It is better to create either long term ongoing extension projects, or increase the difficulty of the problems to challenge their ability not merely occupy more time. Simply adding the word why to a question can completely change the scope of the question to meet the needs of GATE students. Regardless of the situation, circumstances, or timing all students have individual needs and should receive differentiated instruction. As a teacher it is never good enough to have a cookie cutter lesson that you follow robotically. If that were the case then computers could replace a teacher easily. Being a teacher is more than just a fact distributor, it is creating an environment that all students can learn and grow together to their greatest potential.

Standard II -

Secondary Unit Plan Template
Stage 1 – DESIRED RESULTS

Content Standards & Goals
G.CO.2 Represent transformations in the plane and develop definitions of

Transfer Students will be able to independently use their learning to…
 Represent reflections, rotations and translations using a variety of media.  Compare and contrast rigid and non-rigid transformations.  Understand transformations as functions that take points in the plane as inputs and give other points as outputs.

rotations, reflections, and translations. G.CO.3 Given a shape, describe the rotations and reflections that carry it onto itself or another figure. G.CO.5 Given a geometric figure and a rotation, reflection, or translation, draw the transformed figure using various means. G.CO.6 Use geometric descriptions of rigid motions to transform figures and to predict the effect of a given rigid motion on a given figure; given two figures, use the definition of congruence in terms of rigid motions to decide if they are congruent.

Meaning UNDERSTANDINGS Students will understand that… Performing rigid motion transformations preserve distance and direction. Two figures are congruent if there is a series of transformations that will align the two shapes perfectly. ESSENTIAL QUESTIONS Students will keep considering…
How does changing position differ from changing shape? What other areas of mathematics are effected by transformation?

Acquisition Students will know… Transformations are functions that take points in the plane as inputs and give other points as outputs.
Definitions of the following: angle, circle, perpendicular line, parallel line, and line segment, based on the undefined notions of point, line, and distance along a line.

Students will be skilled at… 1. Describing and identifying lines and points of symmetry 2. Perform rotations, reflections and translations using a variety of methods.

Stage 2 – EVIDENCE PERFORMANCE TASK(S): Students will show that they really understand by evidence of…
There will be two main assessments, one written and one computer based. The written portion will consist of 12 free responses/ show your work questions. The computer based portion will be entirely multiple choices. The Grading portion is TBD by myself and my mentor teacher.

PERFORMANCE TASK(S) CRITERIA: The performance task will be evaluated by…
Their results on the test. 90-100 will be proficient. 70-90 will be sufficient. Below 70 will be considered unsatisfactory and will require remediation. These percentages will be per section and summative.

OTHER EVIDENCE: Students will show they have achieved Stage 1 goals by… Achieving a sufficient score or higher on the summative assessment, completing and turning in homework on time, and actively participating in Bellwork and class discussion.

Stage 3 – LEARNING PLAN PRE-ASSESSMENT: Per DSU education program I will be giving a different form of the summative exam as a pretest. As a PLC we will establish a Pre Test consisting of 4 sections. The sections will cover the following material.  Translations  Rotations, Rotational symmetry  Reflections, Lines of symmetry  Compositions of transformations Based on their score, as that unit is taught they will be grouped 0-1, 2-3, 4-5 at tables so that differentiated instruction can occur and the tables will rearrange with each unit to avoid stereotypes or problems. MAJOR LEARNING EVENTS: Student success at transfer, meaning, and acquisition depends upon…
Represent reflections, rotations and translations using a variety of media. Compare and contrast rigid and non-rigid transformations. Understand transformations as functions that take points in the plane as inputs and give other points as outputs.

PROGRESS MONITORING: As a PLC we will establish common in class assignments based on their ability that will be given daily. Assignments will be graded and returned the following class. Homework will be given at the end of every topic and a test will be given at the end of the unit to establish how well the students achieved acquisition, meaning and transfer. Teachers will use good methods of instruction to conduct ongoing assessment during class.

Performing rigid motion transformations preserve distance and direction. Two figures are congruent if there is a series of transformations that will align the two shapes perfectly. Transformations are functions that take points in the plane as inputs and give other points as outputs.
Definitions of the following: angle, circle, perpendicular line, parallel line, and line segment, based on the undefined notions of point, line, and distance along a line.

Standard III - Lesson Plans Lesson 1
Teacher Candidate ____________Nathan McArthur________________ Grade Level ___9_____ Subject/Content:____Math_______Title __________________ CONTEXTUAL FACTORS (e.g. ethnicity, gender, exceptionalities, ELL, GATE, etc.) which need differentiation in instruction and assessment. The Economic status of the students may affect their access to computers or the internet. There are a few students who have not been diagnosed as GATE but are at a higher ability level then the rest of the students.

WALK-AWAY (what do I want students to know, understand, and be able to do?) Content Walk-Away: Obtain a general understanding of transformations and be able to perform translations on a coordinate plane. Reading/Language Walk-Away: Understand the definitions of key words and apply these definitions in classroom conversations.

ASSESSMENT EVIDENCE (formative/summative checks for learning) (Match the Content Walk-Away)

Modifications/Accommodations (ELL,

IEP, GATE, etc.)

Have students turn in their worksheets to be graded to assess their level of involvement and ability to follow instruction.

I will provide an ongoing extension activity that the students may work on when they finished their regular class work. I will provide hard copies of all assignments that students can take as an alternative to any online assignments.

At the end of the unit have students turn in their notes to be graded to assess their understanding of key words and definitions and attentiveness during class.

ACTIVE LEARNING PLAN

Modifications/ Accommodations (ELL, IEP, GATE, etc.) When necessary I will allow the GATE students to work on their homework, should they complete the class work before the class. I will provide all the necessary materials for this lesson, lowering the cost to the individual student and their families.

Activate Prior Knowledge/Experiences There will be a Bellwork assignment that involves describing the changes that transform one shape into another. Focus Lesson (“I do it”) There will be two iterations of this model. On the first we will be discussing transformations in general and the students will be copying down notes. I will perform a few problems so that the students will be able see it done. On the second iteration we will be discussing translations in detail, discussing vocabulary words and working on problems involving translations. Guided Instruction (“We do it”) We will do a small number of problems modeling the structure that we will be implementing that day. During the first iteration we will implement the structure of Rally Robin and have the students go back and forth naming objects that are different forms of transformations. During the second iteration we will implement the sage and scribe structure and perform problems together. Collaborative/Cooperative (“You do it together”) I will have the students work with a partner to perform a certain number of problems then bring the class back together as a group for the next iteration. Independent (“You do it alone”) The last portion of class I will hand out their homework that will be worked on until the clean up bell rings. I will monitor their performance and answer questions on an as needed basis. I will remove problems from the homework based on behavior and understanding of the concepts. Summarization/Closure When the clean up bell rings I will discuss with them the concepts discussed in class and summarize the basics of what we accomplished that day.

NOTES TO TEACHER What do I need to remember to do? Be prepared with papers in the right place before they enter the room. Materials to have ready? Notes, homework, classwork, and smart notebook presentation. Approximate time needed for lesson? 80 min.

Lesson 2
Teacher Candidate ____________Nathan McArthur________________ Grade Level ___9_____ Subject/Content:____Math_______Title __________________ CONTEXTUAL FACTORS (e.g. ethnicity, gender, exceptionalities, ELL, GATE, etc.) which need differentiation in instruction and assessment. The Economic status of the students may affect their access to computers or the internet. There are a few students who have not been diagnosed as GATE but are at a higher ability level then the rest of the students.

WALK-AWAY (what do I want students to know, understand, and be able to do?) Content Walk-Away: Understand how to rotate a shape in a coordinate plane about its center or about the origin. Reading/Language Walk-Away: Understand the definitions of key words and apply these definitions in classroom conversations.

ASSESSMENT EVIDENCE (formative/summative checks for learning) (Match the Content Walk-Away)

Modifications/Accommodations (ELL,

IEP, GATE, etc.)

Have students turn in their worksheets to be graded, to assess their level of involvement, and ability to follow instruction.

I will provide an ongoing extension activity that the students may work on when they finished their regular class work. I will provide hard copies of all assignments that students can take as an alternative to any online assignments.

At the end of the unit have students turn in their notes to be graded, to assess their understanding of key words and definitions, and to assess attentiveness during class.

ACTIVE LEARNING PLAN

Modifications/ Accommodations (ELL, IEP, GATE, etc.) When necessary I will allow the GATE students to work on their homework, should they complete the class work before the class. I will provide all the necessary materials for this lesson, lowering the cost to the individual student and their families.

Activate Prior Knowledge/Experiences There will be a Bellwork assignment that involves a basketball player pivoting on his left foot. The students will draw what his foot will look like under certain pivoting conditions. Focus Lesson (“I do it”) There will be three iterations of this model. On the first we will be discussing rotations in general, introducing vocabulary, and rotations on a coordinate plane. The students will be copying down notes. I will perform a few problems so that the students will be able see it done. On the second iteration I will introduce regular polygons, and rotations about their center. On the third iteration I will link the concept of regular polygons to shapes and general rotational symmetry. Guided Instruction (“We do it”) We will do a small number of problems modeling the structure that we will be implementing that day. Due to the brevity of the class, because of an assembly, we will use shoulder partners, face partners, and letter partners to break into groups and utilize the sage and scribe structure to perform a couple of problems for each iteration. Collaborative/Cooperative (“You do it together”) I will have the students work with a partner of their choosing to perform a certain number of problems from their class work sheet then bring the class back together as a group for the next iteration. Independent (“You do it alone”) The last portion of class I will hand out their homework that will be worked on until the clean up bell rings. I will monitor their performance and answer questions on an as needed basis. I will remove problems from the homework based on behavior and understanding of the concepts. Summarization/Closure When the clean up bell rings I will discuss with them the concepts discussed in class and summarize the basics of what we accomplished that day.

NOTES TO TEACHER What do I need to remember to do? Be prepared with papers in the right place before they enter the room. Materials to have ready? Notes, homework, class work, and smart notebook presentation. In case there is time have the materials boxes ready to go to work on compass and protractors. Approximate time needed for lesson? 80 min.

Lesson 3
Teacher Candidate ____________Nathan McArthur________________ Grade Level ___9_____ Subject/Content:____Math_______Title __________________ CONTEXTUAL FACTORS (e.g. ethnicity, gender, exceptionalities, ELL, GATE, etc.) which need differentiation in instruction and assessment. The Economic status of the students may affect their access to computers or the internet. There are a few students who have not been diagnosed as GATE but are at a higher ability level then the rest of the students.

WALK-AWAY (what do I want students to know, understand, and be able to do?) Content Walk-Away: Understand how to reflect a shape in a coordinate plane about any given line. Reading/Language Walk-Away: Understand the definitions of key words and apply these definitions in classroom conversations.

ASSESSMENT EVIDENCE (formative/summative checks for learning) (Match the Content Walk-Away)

Modifications/Accommodations (ELL,

IEP, GATE, etc.)

Have students turn in their worksheets to be graded, to assess their level of involvement, and ability to follow instruction.

I will provide an ongoing extension activity that the students may work on when they finished their regular class work. I will provide hard copies of all assignments that students can take as an alternative to any online assignments.

At the end of the unit have students turn in their notes to be graded, to assess their understanding of key words and definitions, and to assess attentiveness during class.

ACTIVE LEARNING PLAN

Modifications/ Accommodations (ELL, IEP, GATE, etc.) When necessary I will allow the GATE students to work on their homework, should they complete the class work before the class. I will provide all the necessary materials for this lesson, lowering the cost to the individual student and their families.

Activate Prior Knowledge/Experiences There will be a Bellwork Activity where the students self discover the properties of reflection. Focus Lesson (“I do it”) There will be three iterations of this model. On the first we will be discussing reflections in general and introducing vocabulary. The students will be copying down notes. I will perform a few problems so that the students will be able see it done. On the second iteration I will introduce reflections in the coordinate plane. On the third iteration I will discuss the concept of lines of symmetry. Guided Instruction (“We do it”) We will do a small number of problems modeling the structure that we will be implementing that day. We will use Timed, Pair, Share to answer the problems from the class work page. Collaborative/Cooperative (“You do it together”) I will have the students work with a partner of their choosing to perform a certain number of problems from their class work sheet then bring the class back together as a group for the next iteration. Independent (“You do it alone”) The last portion of class I will hand out their homework that will be worked on until the clean up bell rings. I will monitor their performance and answer questions on an as needed basis. I will remove problems from the homework based on behavior and understanding of the concepts. Summarization/Closure When the clean up bell rings I will discuss with them the concepts discussed in class and summarize the basics of what we accomplished that day.

NOTES TO TEACHER What do I need to remember to do? Be prepared with papers in the right place before they enter the room. Materials to have ready? Notes, homework, class work, and smart notebook presentation. In case there is time have the materials boxes ready to go to work on compass and protractors. Approximate time needed for lesson? 80 min.

Lesson 4
Teacher Candidate ____________Nathan McArthur________________ Grade Level ___9_____ Subject/Content:____Math_______Title __________________ CONTEXTUAL FACTORS (e.g. ethnicity, gender, exceptionalities, ELL, GATE, etc.) which need differentiation in instruction and assessment. The Economic status of the students may affect their access to computers or the internet. There are a few students who have not been diagnosed as GATE but are at a higher ability level then the rest of the students.

WALK-AWAY (what do I want students to know, understand, and be able to do?) Content Walk-Away: Understand how to perform a composition transformation on a shape in a coordinate plane under any given conditions. Reading/Language Walk-Away: Understand the definitions of key words and apply these definitions in classroom conversations.

ASSESSMENT EVIDENCE (formative/summative checks for learning) (Match the Content Walk-Away)

Modifications/Accommodations (ELL,

IEP, GATE, etc.)

Have students turn in their worksheets to be graded, to assess their level of involvement, and ability to follow instruction.

I will provide an ongoing extension activity that the students may work on when they finished their regular class work. I will provide hard copies of all assignments that students can take as an alternative to any online assignments.

At the end of the unit have students turn in their notes to be graded, to assess their understanding of key words and definitions, and to assess attentiveness during class.

ACTIVE LEARNING PLAN

Modifications/ Accommodations (ELL, IEP, GATE, etc.) When necessary I will allow the GATE students to work on their homework, should they complete the class work before the class. I will provide all the necessary materials for this lesson, lowering the cost to the individual student and their families.

Activate Prior Knowledge/Experiences There will be a Bellwork question that activates prior knowledge to lead into composition of transformations. Focus Lesson (“I do it”) There will be three iterations of this model. On the first we will be discussing composition of transformations in general and introducing vocabulary. The students will be copying down notes. I will perform a problem so that the students will be able see it done. On the second iteration I will introduce composition of two reflections. On the third iteration I will introduce composition of two rotations. Guided Instruction (“We do it”) We will do a small number of problems modeling the structure that we will be implementing that day. We will use Sage and Scribe to answer problems from the class work page. Collaborative/Cooperative (“You do it together”) I will have the students work with a partner of their choosing to perform a certain number of problems from their class work sheet then bring the class back together as a group for the next iteration. Independent (“You do it alone”) The last portion of class I will hand out their homework that will be worked on until the clean up bell rings. I will monitor their performance and answer questions on an as needed basis. I will remove problems from the homework based on behavior and understanding of the concepts. Summarization/Closure When the clean up bell rings I will discuss with them the concepts discussed in class and summarize the basics of what we accomplished that day.

NOTES TO TEACHER What do I need to remember to do? Be prepared with papers in the right place before they enter the room. Materials to have ready? Notes, homework, class work, and smart notebook presentation. Approximate time needed for lesson? 80 min.

Lesson 5
Teacher Candidate ____________Nathan McArthur________________ Grade Level ___9_____ Subject/Content:____Math_______Title __________________ CONTEXTUAL FACTORS (e.g. ethnicity, gender, exceptionalities, ELL, GATE, etc.) which need differentiation in instruction and assessment. The Economic status of the students may affect their access to computers or the internet. There are a few students who have not been diagnosed as GATE but are at a higher ability level then the rest of the students.

WALK-AWAY (what do I want students to know, understand, and be able to do?) Content Walk-Away: Understand how to perform formal constructions under the given rules and materials. Reading/Language Walk-Away: Understand the definitions of key words and apply these definitions in classroom conversations.

ASSESSMENT EVIDENCE (formative/summative checks for learning) (Match the Content Walk-Away)

Modifications/Accommodations (ELL,

IEP, GATE, etc.)

Have students turn in their worksheets to be graded, to assess their level of involvement, and ability to follow instruction.

I will provide an ongoing extension activity that the students may work on when they finished their regular class work. I will provide hard copies of all assignments that students can take as an alternative to any online assignments.

At the end of the unit have students turn in their notes to be graded, to assess their understanding of key words and definitions, and to assess attentiveness during class.

ACTIVE LEARNING PLAN

Modifications/ Accommodations (ELL, IEP, GATE, etc.) When necessary I will allow the GATE students to work on their homework, should they complete the class work before the class. I will provide all the necessary materials for this lesson, lowering the cost to the individual student and their families.

Activate Prior Knowledge/Experiences We will begin the lesson with a simple lesson on compasses and protractors that should be a review from previous years. Focus Lesson (“I do it”) I will explain the rules of the game, only a straight edge and a compass, and demonstrate how to perform a simple construction of an equilateral triangle. Guided Instruction (“We do it”) I will propose a how to make a Perpendicular Bisector and give the students time to think about it. We will discuss it as a class together. Collaborative/Cooperative (“You do it together”) I will have the students at their tables work on constructing a parallel line through a given point. Independent (“You do it alone”) The homework/extension challenge will be to construct a hexagon. Summarization/Closure When the clean up bell rings I will discuss with them the concepts discussed in class and summarize the basics of what we accomplished that day.

NOTES TO TEACHER What do I need to remember to do? Be prepared with papers in the right place before they enter the room. Materials to have ready? Notes, homework, class work, and smart notebook presentation. Have the materials kits ready for them to pick up. Approximate time needed for lesson? 30 min.

Lesson 6
Teacher Candidate ____________Nathan McArthur________________ Grade Level ___9_____ Subject/Content:____Math_______Title __________________ CONTEXTUAL FACTORS (e.g. ethnicity, gender, exceptionalities, ELL, GATE, etc.) which need differentiation in instruction and assessment. The Economic status of the students may affect their access to computers or the internet. There are a few students who have not been diagnosed as GATE but are at a higher ability level then the rest of the students.

WALK-AWAY (what do I want students to know, understand, and be able to do?) Content Walk-Away: Review the materials needed for the test in a fun and engaging manner. Reading/Language Walk-Away: Understand the definitions of key words and apply these definitions in classroom conversations.

ASSESSMENT EVIDENCE (formative/summative checks for learning) (Match the Content Walk-Away)

Modifications/Accommodations (ELL,

IEP, GATE, etc.)

Have students turn in their worksheets to be graded, to assess their level of involvement, and ability to follow instruction.

I will provide an ongoing extension activity that the students may work on when they finished their regular class work. I will provide hard copies of all assignments that students can take as an alternative to any online assignments.

At the end of the unit have students turn in their notes to be graded, to assess their understanding of key words and definitions, and to assess attentiveness during class.

ACTIVE LEARNING PLAN

Modifications/ Accommodations (ELL, IEP, GATE, etc.) When necessary I will allow the GATE students to work on their homework, should they complete the class work before the class. I will provide all the necessary materials for this lesson, lowering the cost to the individual student and their families.

Activate Prior Knowledge/Experiences We will begin the lesson with a simple lesson with a reminder of the review game rules. Focus Lesson (“I do it”) Acting as the referee I will split the class into two groups based on ability levels and make them as fair as I can. I will hand out their review worksheets and start the game. Guided Instruction (“We do it”) There will be no we do it together portion for the review lesson. Collaborative/Cooperative (“You do it together”) I will have built in questions to the game that provide for collaborative work fulfilling the “you do it together” portion. In addition the people not in the hot seat will be doing the problems on their worksheets silently together. Independent (“You do it alone”) There will be problems to be answered by your self in the hot seat and alone in the crowd. Summarization/Closure When the clean up bell rings I will Talk about the test and review the needed information for the test.

NOTES TO TEACHER What do I need to remember to do? Be prepared with papers in the right place before they enter the room. Materials to have ready? Review handouts and smart notebook presentation. Approximate time needed for lesson? 50 min.

Pre/Post Data of All Students Student Pre % Student 1 7 21% Student 2 N/A N/A Student 3 1 3% Student 4 10 30% Student 5 4 12% Student 6 6 18% Student 7 N/A N/A Student 8 5 15% Student 9 1 3% Student 10 2 6% Student 11 10 30% Student 12 9 27% Student 13 25 76% Student 14 2 6% Student 15 9 27% Student 16 11 33% Student 17 5 15% Student 18 11 33% Student 19 10 30% Student 20 24 73% Student 21 9 27% Student 22 15 45% Sub-Group Data Student Pre Student 1 7 Student 3 1 Student 4 10 Student 5 4 Student 6 6 Student 8 5 Student 10 2 Student 11 10 Student 12 9 Student 17 5 Student 18 11 Student 19 10 Student 22 15

Standard IV - Analysis of Student Learning
Pre/Post Data Graph of All Students Post 33 33 29 32 24 33 28 31 32 21 31 30 34 29 31 32 32 30 27 33 30 32 % 100% 100% 90% 100% 88% 80% 97% 70% 73% 100% 60% 85% 50% 94% 97% 40% 64% 30% 94% 91% 20% 103% 10% 88% 94% 0% 97% 97% 91% 82% 100% 91% 97%

Sub-Group Data Graph & 21% 3% 30% 12% 18% 15% 6% 30% 27% 15% 33% 30% 45% Post 33 29 32 24 33 31 21 31 30 32 30 27 32 % 100% 100% 90% 80% 88% 70% 97% 60% 73% 50% 100% 40% 30% 94% 20% 64% 10% 94% 0% 91% 97% 91% 82% 97%

Student 1 Student 2 Student 3 Student 4 Student 5 Student 6 Student 7 Student 8 Student 9 Student 10 Student 11 Student 12 Student 13 Student 14 Student 15 Student 16 Student 17 Student 18 Student 19 Student 20 Student 21 Student 22 Pre-test Post-test Pre-test Post-test

Analysis of Data A summary of individual student performance on a variety of assessments. Each day bell work, notes and homework were distributed to each student. Their performance on the bell work helped gauge how much time was necessary to cover previous materials. Their ability to answer formative assessment questions during note taking helped measure their attentiveness. Their performance on the homework demonstrated mastery of individual topics and their level of motivation and commitment to the subject matter. There was also a long term extra credit assignment that lasted the entire unit that involved an activity that would tie everything we were learning together in an artistic manner. The extra credit assignment was coordinated with the art teacher and would be similar to her assignment later on in the course. Explain how evidence from the assessments supports or contradicts pre-test, post-test, formative/ summative assessments related to student learning. The pre-test identified the two students in class that were already familiar with this topic of study. It also showed that the students were generally able to get some questions correct even though they had never learned the material before. This helped me identify topics that would require less time to cover and the few students that I would need to spend time with to help them catch up. The formative assessments helped be monitor progress as the unit progressed, correcting misconceptions before they had an opportunity to solidify into their minds. All of the work during the unit showed their individual level of progress at specified intervals. The post test gave evidence of their improvement that was reflected in their effort on the homework and formative assessments. Use assessment data to draw conclusions about the learning of ALL students through the evaluation of student performance on the objectives. Marked improvement is evident in all students. Sixteen students scored proficient while 5 students scored satisfactory and 1student required remediation. Due to time constraints and the end

account I feel that the differentiation and interventions used on behalf of the subgroup were successful.

Standard V -

Reflection and Self Evaluation

Teaching in a rural community like hurricane it is important to be culturally sensitive to the rare student that is not a part of the cultural norm. I had very few students that we not white middle class. One student told me to call him “Asian” because he was the only person of Asian decent in the school. I refused and explained clearly the reasons why I felt that it was not appropriate. In my lessons I successfully included references to ancient and modern mathematicians from various parts of the world in an attempt to broaden their view of the world. Everyday I used the smart board in conjunction with an iPad to control the computer to which the smart board was connected. This allowed me to walk around the room and visually asses the students understanding as the lesson progressed. We used calculators, TI-84 Titanium edition, to aid the students in solving complicated equations. The students learned how to set up lists and perform statistical analysis using said calculators. I used a computer program called GeoGebra to demonstrate complex geometrical transformations for the students to perform. Having recently taken a geometry class in the college I felt my understanding of the content was more than sufficient. I had a little difficulty limiting the discussion to a 9th grade level. I had already been teaching for a month before I started the TWS unit and I was very comfortable with the students and managing their behaviors in the classroom. There were some complicated issues with the smart board and the students attempted to ridicule me for the issues. I adapted my teaching to have a scribe come to the board to write for specified intervals and we rotated. The entire class became a Sage and Scribe structure and the benefits were impressive. In the beginning I explained my background in the military and my extensive training on safely managing violent students. I also discussed with the classes that my highest priority was to keep them safe from harm both physically and socially. This provided the students with the

assurance that I was capable of keeping them physically safe. As ridicule began I quickly and directly ended it explaining that it would not be tolerated. As a result many students came and talked with me about being bullied when I wasn’t around. I handled these situations with care and understanding. Having a clear expectation of performance and behavior aided in my classroom management. I felt that being a little more relaxed on the student discussion time resulted in better behavior during lecture portion. I noticed there were certain classes that I didn’t relate to well and as a result I was having trouble keeping them on task and behaving during the lessons. The amount of homework turned in and done correctly helped me evaluate what needed to be re-taught or refreshed. The post test data shows marked improvement in the student’s ability to perform the requisite tasks. The overall attitude of the class improved over the course of the unit and their willingness to try new things even though they were hard increased dramatically. These examples stand as evidence that my teaching was successful in helping them learn the material. I learned so much from my mentor teacher. The Professional Learning Community (PLC) concept was discussed at length in the education classes but the real learning took place during student teaching. My teacher prepares all of the materials from the math department by herself. As a student teacher as I prepared my unit the other teachers were coming to me with complaints and concerns because they were accustomed to just copying my mentor teacher. My patience and humility were tested and I learned many ways to adapt my material to meet the needs of the students and fellow coworkers. As my professional relationship with the students developed I began to instruct on non math related topics. As my mentor teacher was reviewing a test that was recently taken I took those students who had missed the test in the hall. While there I taught a brief lesson on prioritizing their lives. Following the discussion two students approached me separately and told me how that conversation had changed their lives. I felt I had made a true impact on their future and that is the goal of teaching to make a difference in the lives of the students.

Appendices

Appendix A – References
No References.

Appendix B – Pre/Post/Formative Assessments
The following is a list of the test I administered before and after the unit and all the homework assignments that were given.

Appendix C – Examples of Assessments
The following are three examples of the post test: proficient, sufficient, and insufficient.