PSU

TEACHER WORK SAMPLE

TEMPLATE
Modified for TCHL825-99

Your First and Last Name:

Storm Shaw
Date Submitted: 11/ 25/15
District where you completed
the TWS: USD 497 Lawrence
Public Schools
Name of School Building
where you completed the
TWS: South Middle School
Content Area of your TWS:
English Language Arts
TWS Unit Topic: Writing a
Personal Narrative
Grade Level of the
Classroom / Students in
Which the TWS Unit Was
Completed: 6th Grade

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II. Instructional Design

A. Narrative Description of Range of Objectives and Rationale for Selection (limited to 1 page)
How do the choices writers make influence the greater meaning of a story, and how do we identify these choices to interact with this greater meaning?
Students will participate in Lit. Circles (each selecting 1 novel from the topical selections (three options provided)). The Selections will be historical
fiction, in order to tie in with some of the Social Studies unit over the Egyptian Empire. The learning goals will include: Defining several major Literary
terms in preparation for writing an argumentative literary essay. These terms will include: Character (and the more specific breakdown of: Major,
minor, Flat, Round, Dynamic, and Static), Conflict, Genre, Plot, Setting, Tension, Theme, and Moral. Using these terms the students will work on
defining each, and create isolated example. Then the students will begin reading their Lit. Circle texts and begin interacting in discussions regarding
the text, and helping each other identify in context examples of each of these for their novel choice.

B. State Objectives Here: Focus should be on student performance not activities. What will students know or be able to do? (limited to 1 page)
Obj.
No.
1

Level(s)
(e.g. Blooms
Taxonomy)

Unit Objectives
Define Character (and the more specific breakdown of: Major, minor, Flat, Round, Dynamic, and Static), Conflict,
Genre, Plot, Setting, Tension, Theme, and Moral.

2
3

Create Isolated examples of each, and begin identifying examples within a text.
Discussing a text in a group. Using these literary concepts to discuss the greater meaning of a text. Begin
forming opinions about a text using these literary concepts.

Knowledge
Knowledge,
Comprehension,
Application.
Application
Analysis

4
5
etc

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These objectives will address the following Kansas CCSS for sixth grade ELA. CCSS.ELA-LITERACY.W.6.1.A

Introduce claim(s) and organize the reasons and evidence clearly.

CCSS.ELA-LITERACY.W.6.1.B

Support claim(s) with clear reasons and relevant evidence, using credible sources and demonstrating an understanding of the topic or
text.
CCSS.ELA-LITERACY.W.6.1.C

Use words, phrases, and clauses to clarify the relationships among claim(s) and reasons.
Theywilldoaddressthesestandardsbyhavingstudentsusetheirnewlylearneddefinitions/literaryconceptstobeginintroducingclaims,
andtheLit.Circlediscussionswillfacilitatetheorganizationofreasonswhileusingevidencetosupport.TheLitCircleswillalsoaddress
usingclearandrelevantevidencetodemonstrateanunderstandingof,notonlythenewconcepts,butthegreatermeaningtheseconstructin
theirtexts.Lastly,theirLitCirclespairedwiththeSummativeassessmentofcreatingashortargument,supportingitwithevidence,and
explaininghowtheirevidencedoesthiswillhelpthemtousewords,phrases,andclausestoclarifytherelationshipbetweenaclaimand
evidence.
C. Identify State Standards Benchmarks Addressed by Unit Objectives How do objectives address these standards? (limited to 1 page)

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Pre-Assessment:
Lesson

Date

T
R
I

Pre-test will collet data on the pre mastery of Identifying and defining literary terms from recall, or by example.

Lesson
Objecti
ve(s)

11/30

R, T

12/01

T, R

1 cont.

12/02

R, I

12/03

R, I

2 Cont.

12/04

2, 3

12/05

R, I

2, 3

12/07

R, I

2, 3

12/08

R, I

2, 3

Instructional Activities/
Strategies
Read through the definitions and examples
of Literary concepts/ watch the video
explanations of each. If time, begin Quizlet
over them.
Finish Identifying and defining, Quizlet
over terms. (start reading novel for lit circle
for HW)
Create 1 written example of each Literary
concept, and choose four of these to depict
visually as well. (continue reading novels
for HW).
Finish the Isolated examples, and Visual
depictions. (Continue reading for HW).
In preparation for first Lit circle, students
will spend 25 minutes reading their novels.
Then they will begin by finding examples,
in the text, with Page #s, of the literary
Concepts, all starting with Theme.
More reading time. 1st Lit. Circle
discussing specifically how Character as a
concept helps establish the theme. Reflect
on/ take notes over valued Ideas.
More reading time. 2nd Lit. Circle
discussing specifically how Conflict as a
concept helps establish the theme. Reflect
on/ take notes over valued Ideas.
More reading time. 3nd Lit. Circle
discussing specifically how Tension as a
concept helps establish the theme. Reflect
on/ take notes over valued Ideas.

Formative
Assessment
(formal/informal)

Describe Specific Adaptations/

Differentiation

Quizlet, formal

For students with IEPs (low) we will only require

them to identify and define some of the terms. For
the (high) students we will include five extra
concepts that are more challenging (parallelism,
paradoxes, Characterization, Suspense, and Motive).

Quizlet, Formal

For behavioral kids, these can be given orally to

check for understanding.

Visual checks/
conferencing. Informal

For IEP (low) only give examples for their fewer

terms, and visually depict two of the examples.
(High) will create examples for their thirteen
concepts, and visually depict AT LEAST 4.

Visual checks/
conferencing. Informal

Reflect on above.

Students must turn in

their journals for us to
check progress. formal

(low) will receive reading support, and dictation

opportunities. (High) will Identify theme with
examples, and begin finding how other concepts
help to craft this.

Mediating the lit

circles, recording
participation/ validity
of share out. informal
Mediating the lit
circles, recording
participation/ validity
of share out. informal
Mediating the lit
circles, recording
participation/ validity
of share out. informal

(Low) Co-pilots in the lit. circle. (High) three before

me rule to cut down on over share.
(Low) Co-pilots in the lit. circle. (High) three before
me rule to cut down on over share.
(Low) Co-pilots in the lit. circle. (High) three before
me rule to cut down on over share.

Etc.
Students will use notes from lit circles to create a short argument. The students will decide upon a theme for their
selected novel (as a group) and then pick one literary element to use as evidence to support their position. This
Summative Assessment:
writing
sample will include the student
a claim, supporting it with textual evidence, and then
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4 explaining
how their textual evidence proves their position.

Table 2.1 Instructional Design Unit Plan

T- Lesson integrates technology; R- Lesson uses reading strategies; I- Lesson demonstrates integration of content across and within content fields

Table 2.2: Narrative Description of Pre-assessment, Formative Assessments, and Summative Assessment (limited to 2 pages)
Which
objectives Identify how the assessment will be
Describe the assessment to be Explain rationale for choosing
II. D, H, and K
does this
scored and/or the criteria to be
used
this assessment
assessment used for evaluation.
address?
This will be a simple 16 question
written pre-test. It will be
matching concepts to definitions,
and one half matching examples to
concepts.

Pre-Assessment
(Diagnostic)

Formative Assessment
- Informal

Formative Assessment
- Formal
Summative
Assessment

We will use a Quizlet over these

concepts after the students have
viewed the instructional videos
and completed the definition
worksheet.
Mediating the Lit Circles.

Students will use notes from lit

circles to create a short
argument. The students will
decide upon a theme for their
selected novel (as a group) and
then pick one literary element to
use as evidence to support their
position. This writing sample
will include the student making
a claim, supporting it with
textual evidence, and then
explaining how their textual
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Students will likely have only

encountered a few literary elements,
and this will help them be placed in
to Lit. circles by combining this
score with their reading level.

1,2

This will require the students to

acquire the definitions on their own,
rather than just presenting them with
the information.

1,2

This requires the student to have

knowledge of the material, be able to
identify it, apply it, then analyze it.

1,2,3

This requires the student to have

knowledge of the material, be able to
identify it, apply it, then analyze it.
This will require them to use their
own ideas and synthesize them with
their classmates ideas in order to
start manipulating the concepts to
create an argument.

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1,2,3

The assessment will be scored out of 16

possible points, based on correct or
incorrect.
The quizlet will grade them
automatically based on correct or
incorrect answers. If a student doesnt
get a passing grade, they must swap
notes with someone, review, then retake
it.
It will be averaged between two scores of
participation and validity of
contributions. 1-3 in either case, based
on a rubric, and then averaged together.
This will be graded using a rubric of 1-4.
The criteria will be, use of literary
concepts, clarity of argument (use of
evidence), and punctuation and spelling.

evidence proves their position.

Narrative for Instructional Design

II. E.
Why are the lessons sequenced in this
manner?

They are sequenced in this manner to begin building their repertoire of literary terms and concepts in
preparation for an in depth Argumentative literary Essay. We start with the lowest level of Blooms
taxonomy, as far as defining the concepts, and work up through synthesis as they manipulate the concepts
and create their first simple argument base on their own ideas, and some ideas they gathered from
classmates in the Lit. Circles.

II. F.
What learning strategies were incorporated
into this unit?

Paraphrasing, cooperative learning, and self-grading.

How do the instructional strategies/activities

address the learning objectives for this unit?

These will help the students to understand the text, understand how to apply the literary concepts to the text
due to idea sharing, and help students to understand what they have in their summative assignment, and
what is still missing based on a rubric.

II. G.
How will critical thinking and problem
solving strategies be implemented? Give
specific examples of use.
II. I.
Explain the reading strategies that will be
used throughout the unit. Give specific
examples. (Remember that using text is not a
reading strategy)
How will technology be integrated within the
unit? Explain both teacher use and student
use.
How does the unit demonstrate integration of
content across and within content fields?
II. J.
What specific adaptations or differentiated
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Students will have to figure out how to drive a conversation towards deeper thinking that simply what the
text is about. They will have to take a new concept and discuss, from their point of view how certain
concepts fit in with the text. Most importantly, they will have to support, or refute other students arguments
respectfully, and back it up with evidence of their own.

For the reading strategies students will generate questions about their text, which must be answered by
other students during the Lit Circle time. They will also use graphic organizers to collect ideas about how,
where, and when certain literary concepts are being used in their assigned text.
As a teacher we will use the smart board to project some of the basic definitions, as well as model how to
research the definitions of the literary concepts. Students will use devices to take the Quizlet over the
literary concepts. Students will also use devices to type their summative assignment.
This requires students to use their critical thinking skills, reading skills, and their very beginning formal
argumentative skills. These all can be applied to any content area including: Science, Social Studies, and
Math.
There were shortened assignments for the (low) students, and adaptive support for the reading assignment
portions. They had the opportunity to work with staff or a student for support. (High) kids were challenged

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activities were used to accommodate

individual learning needs?

by increased load of concepts to learn, and increased load of application of concepts. The final Summative
assignment required the same, but also a second paragraph that functioned as a conclusion.

Provide a copy of two complete detailed lesson plans in Appendix A.

Provide a copy of pre-assessment document and the corresponding scoring key/rubric in Appendix B.
Provide a copy of one formal formative assessment document and the corresponding scoring key/rubric in Appendix B.
https://quizlet.com/46167424/test (automatically scores at the end).
Provide a copy of one informal formative assessment document and the corresponding scoring key/rubric in Appendix B.
Rubric
Provide a copy of the summative assessment document and the corresponding scoring key/rubric in Appendix B.
Rubric

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APPENDIX A
Mr. Shaw
11/30
6th Grade
ELA
Objective(s):
Create isolated examples of the literary terms, and begin identifying examples within a text.
Anticipatory Set:
Students will be shown some past visual examples of visual representations of vocabulary terms, and have to
guess what they represent (these wont be any of the new vocabulary terms because they will have a tendency to
copy).
Work Time:
Student will work to
Exit ticket:
Share one new term you learned with your table group and give a synonym for it.

Mr. Shaw
12/02
6th Grade
ELA
Objectives:
Begin interacting with new Vocabulary terms
Know how to define new vocabulary terms
Anticipatory Set:
Stand up for what is wrong
Read off a few vocabulary terms with correct and incorrect definitions. If students agree with the word and
definition given they stay seated, if they think there is an error they must stand up.
Work Time:
Students will work to create specific isolated examples of each (8) vocabulary term using any previous books
theyve read, or popular culture to help. Then choosing 4 of these 1-2 sentence examples they will illustrate (no
words) representations of their examples.
Exit ticket:
Student will volunteer to have their illustration shared for another round of guessing what they are attempting to
represent.

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9

Name:
Hr:
Date:
Literary Concepts Pre-test
Section one Matching: Definitions
a) a lesson taught by a
literary work.
1. Character:___b___
2. Conflict:___d___

b) A person or an animal that

takes part in a literary work.

3. Genre:___e___

c) The time and place of action

4. Plot:___f___

d) A struggle between opposing

forces

5. Setting:__c____
6. Tension:___h____
7. Theme:___g___
8. Moral:____a__

e) A division or type of
literature. Three kinds are Prose,
poetry, drama.
f) The sequence of cause and
effect events
g) The main idea or an
underlying meaning of a literary
work that may be stated directly
or indirectly.
h) Opposition between the
character or characters
and internal or external forces

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10

Section Two fill in the blank: Examples

1. Katniss was from became the provider for her family after her father
died:___Charcater___________
2. The Boy Who cried Wolf is a classic tale about a boy who told too many lies
and then people didnt believe him when it was
important___Moral___________________
3. Ivan is stuck in his cage all day dealing with is loneliness and his self proclaimed
responsibility to free all the animals at the mall:________Conflict____________
4. I personally like graphic novels. Aj said to his teacher. I like poetry more,
personally. She replied:_________Genre_____________
5. Keeping your promises is the most important thing someone can do. Could be
the___Theme________________of The One and Only Ivan.
6. A post apocalyptic Chicago is where Divergent takes
place:____Setting_______________
7. Tell me what the story was about, Jamari requested. You want me to tell you
the whole things? I replied:_______Plot___________
8. Ivan, dealing with his loneliness, and the uncertainty of him ever finding a better home for himself,
and his friends:__Tension______

2. Formal formative assessment: https://quizlet.com/46167424/test (automatically scores at the end).

Informal assessment:
Grading rubric for teacher observing the lit circles
Participation
Validity of
Commments

1
Student made 0-1
comments in the Lit
circle
Comments offered
had little or nothing
to do with the
content

2
Student made 1-5
comments in the Lit
circle
Comments
attempted to use
content to express
opinion, but wasnt
consistent

3
Student made 5-10
comments in the lit
circle
Student used new
ideas learned from
content to express an
opinion, validate a
classmates, or argue
against a classmate.

Formal Summative Assessment

Prompt:
Great work in your Lit Circles! Now, using the theme you decided upon as a group for
your selected novel, its your turn to create an argument about it. You will choose one of
the new literary concepts to be your tool in arguing that the selected theme is really the
theme of the novel.
This should include:
- A 3-5 sentence Explanation of the theme of the Novel.
- A 3-5 sentence explanation of how your chosen Literary concept accomplishes
this
- An example from the text (quote) when the literary concept does this
- An explanation of how your quote supports your claim
You may use your notes from the Lit Circles on this assignment.
Grading:
You will be graded on the following:
All parts of the argument (listed above) are present
Validity (clarity and believability) of the argument
This Assignment will be worth twenty points, broken down as follows:
10

9
Student
included 3 of
the four
elements
necessary to
make the
argument.

All parts of
Argument are
present

Student included
A 3-5 sentence
Explanation of
the theme of the
Novel, A 3-5
sentence
explanation of
how a chosen
Literary concept
accomplishes this,
a quote, and
explanation of
quote.

Validity of
Argument

All four pieces At least three

of the argument pieces of the

8
Student
included at least
2 of the four
elements
necessary to
make the
argument.

7
Student only
used 1 or none
of the elements
necessary to
make the
argument.

At least two
pieces of the

At least one
piece of the

are connected,
the literary
term selected
to support the
theme is used
correctly, the
quote is
accurate and
relevant to the
literary
concept, and
the use of the
quote is
explained.

argument are
connected
meaning: The
theme is
supported by a
literary device,
which is
supported by a
quote, but the
explanation of
the quote
doesnt show
support of the
argument

argument are
connected
meaning: The
theme is
specified, and
the literary
device that is
used to support
this is present,
but the quote is
unconnected.

argument is
correct,
meaning: the
theme is
clearly stated.