Spring 2017 Tws Final

Northern State University
Student Teaching Experience

Teacher Work Sample
Spring 2017
Candidate Name: Tabitha DeVoss

Candidate Phone Number: 605-290-4814
Candidate ID Number: 7007325
Name of School where data Sisseton High School
was collected:
Subject/Content Area: US History

Grade Level: 11th Grade
Date Submitted: 5/1/17
I understand that obtaining, or attempting to obtain, a passing grade on a TWS by falsification or

misrepresentation may result in a failing grade in a course or expulsion from the teacher education
program.
I grant permission for the School of Education to use my Teacher Work Sample as an exemplary
(outstanding) model for teacher candidate and university supervisor training purposes in the future. I
understand my name will remain on the document for proper credit.
Signature of Candidate Submitting the TWS: Tabitha DeVoss_(electronic submission)
Copyright 2015 Educational Testing Service. The ETS Praxis Performance

Assessment (PPAT) Contextual Factors Chart and Lesson Plan Format are modified by
permission of ETS, the copyright owner.
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Description
A Teacher Work Sample (TWS) is designed to assess the impact of teacher candidates instruction on
students learning as well as provide evidence of candidates teaching performance during the
Student Teaching Experience. The TWS assignment includes the following tasks:
I. Professional Goal Setting and Reflection

II. Contextual Information
III. Instructional Design and Implementation (five lessons)
Format
Ownership: Complete the cover page verifying the TWS to be your own authentic work.
References and Credits: If you refer to another persons ideas or material (such as theorists), cite
these in a separate section at the end of the TWS under References and Credits. (APA is
recommended)
Font and Spacing: Use Arial size 12 font, double space all narrative portions, and print on both
sides.
Anonymity: Do not include the names of individual students, teachers, or staff as well as
participating schools in any part of the work sample in order to insure the anonymity of all involved.
An electronic copy of your completed TWS must be submitted to:
Your university supervisor (discuss the format)

D2L for Student Teaching (488) course
Your electronic portfolio/professional website (please remember to remove the cover page
with identifying information before posting).
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Task I: Professional Goal Setting (Goal Statement and Action Plan due week 2; Goal
Reflection due week 10).
Objective: Candidates set a professional goal, identify the action strategies they will use to achieve
that goal, and reflect on their learning and growth (as it relates to that goal) near the end of their
student teaching experience.
Resources: Candidates will use the NSU Conceptual Framework (see table below) as a guide for
determining their professional goal.
NSU Conceptual Potential Category Outcomes Description

Framework Categories (You will choose one of these outcomes
as the basis for your goal)
Knowledge of Self as an Respect and Concern for Students Knowledge of Self as an Individual
Individual recognizes the educators influence in the
Commitment to Health and Safety lives of students and emphasizes the
importance of building trust relationships,
and setting positive examples.
Knowledge of the Learner Developmental Needs Knowledge of the learner focuses on an

understanding of growth and development
Student Diversity of learners in the contexts in which
development takes place and an
understanding of how student diversity
interacts with the learning process.
Knowledge of Content Understanding Subject Matter Knowledge of Content implies a broad

understanding of the centrality of content
knowledge for teaching, and ability to
organize central concepts and principles of
a subject matter, and a responsibility for
acquiring new knowledge.
Knowledge of Pedagogy Planning Pedagogical Knowledge includes those

Implementation principles and strategies necessary for
Assessment effective teaching, including the planning,
Classroom Management and Organization implementation, and assessment of
Instructional Materials and Technology instruction, classroom management and
organization, knowledge of curriculum and
instructional materials, and integration of
technology.
Knowledge of Self as a Parent and Community Involvement Knowledge of Self as a Teacher and
Teacher and Member of a Commitment to Teaching Member of a Learning Community calls for
Learning Community Interpersonal Relations a collaboration among teachers, students
Professional Growth and Development and their families and communities that
embraces diversity, promotes a positive
sense of personal identify, and enhances
the possibilities for academic success.
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1. Conceptual Framework Goal Statement, Action Plan, and Reflection:
a. Identify the Framework Category to which your goal aligns:

Knowledge of Pedagogy
b. Identify the specific Category Outcome you will use to determine your goal:
Implementation, Classroom Management and organization
c. Based on the outcome you selected, write a specific goal for this experience. After your goal
statement, provide a brief narrative explaining the reasons as to why you chose this goal.
During my experience, I wish to actively engage students using the strategies I have acquired
through my education course work at Northern. I have chosen this goal because I believe it is
the key to classroom management, student involvement, and student growth. I believe the
groups of students I have been assigned during my student teaching experience will benefit
greatly from the various engagement methods I will use.
d. Describe the action plan (steps/strategies and resources) required to accomplish this goal:
In order for my students to be actively engaged, I will use a variety of methods to ensure
that all students reach this level so they can successfully learn. One method I will use every day
is a type of bell ringer exercise. I will have a term or key figure from the previous days lesson
on the board, but scrambled up. The students will have to unscramble the word. When they do I
will then prompt the students to explain what the word means or why it is significant to history.
Another method I will use is game-like activities and discussions. Games are a great
way to get students involved, and create the opportunity for fun in learning. Using games in
lessons or review help students to better remember the material presented. Discussion can
often get students excited about a topic because they get to share their views and opinions.
Something as specific as a debate can force students to pick a side on a matter and think in
ways they would not have before.
A third major way I would engage students is to make connection with them. If they know
I care about them, they will care more about class, and be more motivated to learn. Before I
start teaching lessons, I will have all of my students fill out a survey. The survey is just a few
short questions to help me get to know them. After I share about myself, I will go around the
room giving each student the opportunity to say their name and share one thing from their
sheet. This will be a jumping off point for creating a relationship for my students.
e. Reflect on your progress/growth toward achieving this goal (this section due by week 10):
After reviewing my videotaped lessons, and receiving feedback from my cooperating
teacher and university supervisor, I have developed multiple engagement strategies that I will
use in my future classroom. With my classes being on the smaller side, I was able to connect
with them right away. At the start of my teaching window I provided them with a survey to fill out
about them. I use these to make connections to the students while teaching lessons or in
independent meetings.
I found that one of the simplest strategies of engagement was one of the best. Taking
advantage of the fact that I am an incredibly animated person, and using that in class showed to
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be the most effective form of engagement. Students have a hard time ignoring a teacher that it
waving their arms around and is using extreme dynamics in their voice.
I also found that the more engaged the students are, the more the classroom feels like a
family, making it a much better environment for students to learn. In very engaging lessons,
students were more likely to work and have fun together while learning.
There are multiple strategies I used that worked well, and some that did not. It was also
a shock to notice how different each class was. What works with one class might not work with
another. Of everything I leaned about engagement, the most important thing to remember is that
if a student isnt engaged, its almost impossible for them to learn.
Task II: Contextual Information (due week 2); see rubric for scoring details
Objective: Candidates gather contextual information and discuss factors that may influence the
teaching and learning process.
Resources: Use a variety of resources to gather contextual information including Census data for the
community, school Improvement Plan, cooperating teacher, Title I/SPED teachers, principal, school
counselor, Infinite Campus, student files (with administrative approval), school data available online.
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http://doe.sd.gov/reportcard/listnew/
**The below information and resource is taken from Educational Testing Service Praxis Performance
Assessment for Teachers (PPAT) Candidate and Educator Handbook, copyright 2015. All rights reserved.
Contextual Information: This chart is designed to help you understand the many factors that affect teaching
and learning. Such factors include the community, classroom procedures, student demographics, and the
physical environment in which teaching takes place. Understanding these factors as they relate to your
teaching will help you determine the instructional strategies and approaches that will support your students
learning. In this chart, address any factors listed as they pertain to your teaching assignment. The
subcategories listed under each category are just suggestions; there may be other subcategories that you
would like to address, or there may be a subcategory listed that does not apply to your situation.
Categories of Contextual Factors

Description of the Contextual Factors
General Context of Your Students
(All subcategories listed in this box are required.)
Students grade and developmental levels; the age range of students; the content area being taught; any other factors that
are pertinent to understanding your class assignment
The students are mostly juniors, which would make them age sixteen or seventeen. Of the four U.S. History
classes, two are honors classes, and two are regular. The total number of students in the classes is around 50,
with the honors classes at around 15 students each, and the one regular class at 18. There is an odd case of
the other regular class at only three students, which will be taken into major consideration while developing
modifications of lesson plans.
Community
(e.g., whether the area is urban, suburban, or rural; socioeconomic information; census data for the community)
This is a rural community with a population of around 2,500. This community is located on a Native American
reservation in South Dakota, with %47.1 of the population Native American. 46.8% of the population are white,
1.6% Hispanic, 0.4% Asian, and 0.08% Black. The town is 1.57 square miles with a cost of living index of 77.6
(U.S. average is 100). The median household income is $36, 341 with a 5.7% unemployment rate.
District
(e.g., enrollment; percent of students receiving free or reduced-priced lunches; graduation rates; ethnicities; percent of
students with IEPs; percent of students who are ELLs; per-pupil expenditures)
There are 910 total students in the district. The total students numbers of each ethnicity are as follows:
- Asian: 3
- Black: 5
- Hispanic: 67
- Native American: 502
- Multiple Races: 62
- White: 271
Out of the four total schools, there are two progressing schools in the district, two focus schools, and no
exemplary or status schools.
School
(e.g., enrollment; percent of students receiving free or reduced-priced lunches; ethnicities; percent of students with IEPs;
percent of students who are ELLs; teacher-to-student ratio)
This public school has a total enrollment of 221, with 56 students in the junior class. 51% of the student
population receive free or reduced lunches. The ratio of females to males is 100:121. The total percent of
students enrolled in the ELL program is 1.4%.
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The college and career readiness: 18/30, or 60%.
High School Completion Indicator: 25.51/30, or 85.03%
Student Achievement: 20.97/40, or 52.42%
Average years of experience of teachers is 20 years. 12.5% with advanced degrees.
Classroom Demographics
(e.g., ethnicities; gender ratios; special needs, including those of gifted students, those of students physical needs, and
those due to cultural characteristics).
1st Period: This is an honors class; 20 total students; Female to male ratio 11:9; 5 Native American, 15 White;
no students on IEPs
5th Period: 3 total students; 2 Native American, 1 White; no gifted education students; no students on IEPs
6th Period: 12 total students; Female to male ratio 1:3; 4 Native American, 8 White
7th Period: This is an honors class; 15 total students; Female to male ratio 2:1; 3 Native American, 12 White;
no students on IEPs
Knowledge of Students
(in terms of the whole class and individual students)
(e.g., language needs; approaches to learning; prior learning and experiences; academic proficiencies/behavioral
differences; areas of interest).
One of the biggest factors in this specific group of students is that of attendance. There are exceptionally high
numbers of absences among these students causing them to often fall behind and struggle to get work. It also
affects their performance on tests, as they often have to take them long after the material is learned.
Two students in the 5th Period, although they speak fluent English, speak Dakota at home. This is something
to keep in mind when trying to relate material and keep things relevant.
The average reading and writing skills are below average for the Juniors at this school so many of my lessons
will have strong elements of these skills, with emphasis on what is expected and how to reach that outcome.
Task III: Instructional Design and Implementation (due week 10)

Objective: Candidates design, implement, and assess a minimum of five lessons from multiple
subject and/or content areas. (see rubric for scoring on each component)
To complete this task refer to the Common Lesson Plan Template. You will complete the Common
Lesson Plan Template (below) for 5 different lessons, 3 of which must be lessons that were observed
by your university supervisor.
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Millicent Atkins School of Education: Common Lesson Plan
Teacher Candidate Tabitha DeVoss
Name:
Subject: US History
Date:
Template
PLANNING
List the Common Core/State Standard(s) to be addressed in this lesson:
K-12.H.1 Students will analyze how major events are chronologically connected and
evaluate their impact on one another.
List the Learning Objective(s) to be addressed in this lesson. Use the following format:
Students will be able to
Students will be able to explain the shift in public opinion in the United States on the
issue of gaining an empire and how it became more widely accepted.
Students will be able to list and locate the countries/territories involved in early
American imperialism and be able to locate them on a map.
Describe how the objective is relevant to students lives.
By understanding American expansion during the late 19th Century, students can better
understand why our foreign policies are what they are today. It is important for students
to understand the history of our relationship with Cuba because the effects of the
Spanish American War will play a role in the events of the Cold War, and the current
relationship the two have today. Perhaps even more influential is the relationship that the
U.S. has with Puerto Rico. Puerto Rico today is a commonwealth of the United States,
which goes back to when the U.S. took control during the Spanish American War.
Students need to understand the Country in which they live, along with a general
knowledge of the states and territories within it.
It is also important for students to understand how Americans view the outside world,
and how that opinion developed over time.
List the words relevant to the content area that you will either introduce and/or review
during your lesson.
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Imperialism, Cuba, Puerto Rico, Guam
List the materials you will need to teach the lesson.
PowerPoint, projector, map of gulf territories, student computers, smart phones

(possibly)
ASSESSMENT
Pre-Assessment: Describe the instrument or process you will use to measure
students level of understanding toward the learning objective(s) prior to teaching
the lesson.
Multiple choice pre-test on Gooru website, including map questions. The pre
assessment is for the first two lessons rather than just the one documented here.
Here is the link to the pretest:
https://www.gooru.org/player/class/e7a35dcb-de97-4032-a8a9-
5b6b161524f0/course/9890a6cb-4eb3-4702-aaf5-7563f686b9e9/unit/abf78adc-
cad9-4b43-aef5-0df84c48eaf3/lesson/3d7d2b00-244b-49dd-8a6c-
aba32df8220f/collection/d697429b-176c-47e5-9cb0-27cb71b48c49?
resourceId=7c6d2382-06eb-4881-b2b7-
54bdfa6cbe9e&role=teacher&type=assessment
APPENDIX: Include a blank copy of the lesson pre-assessment. (if applicable)
Is your pre-assessment included at the end of this lesson plan?

Describe the timeline as to when you plan to administer the pre-assessment?
(Recommended timeline is a minimum of two days prior to teaching your lesson).
The pre assessment will be given two days prior after they have taken their tests
from the previous lesson.
Create and insert a table/chart/graph that shows the pre-assessment data results.
(if applicable)
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Insert an image of your table/chart/graph here.
Description:
Click or tap here to enter text.
Describe how the results of the pre-assessment (what the students have
demonstrated they know) will be used to design the lesson objectives, instruction,
and post-assessment.
I will use this information through the unit to decipher what information needs
more time or attention.
Post-Assessment: APPENDIX: Include a blank copy of the lesson post-assessment you will
use to measure students level of understanding toward the learning objectives after teaching the
lesson.
Is your post-assessment included at the end of this lesson plan?
APPENDIX: Include a copy of a Key/Product (completed by you, the teacher) which provides a model
of the desired outcome.
Is your key included at the end of this lesson plan?
TECHNOLOGY
Describe the instructional and/or assistive technology that you plan to incorporate
into the lesson to enhance instruction and student learning.
Throughout my student teaching, I will be using the website Gooru to post my pre
and posttests, possible quizzes, all of my lecture presentations and outlines, as
well as any projects the students are assigned. The goal to use this as a reference
for the students for them to keep track of what needs to be done, especially if they
were absent. The website has a quick system of scoring and storing information,
while at the same time saving paper. This will assist students in getting experience
with the features of online education that they will likely have to use in college.
During this lesson I will be using the website/app Kahoot which is an active quiz
program. After the material is taught, I will use a short quiz to check for student
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understanding before independent practice. The questions will be presented on
the projector, and the students will be able to use their phones or the student
computers to answer the question. The percentage of students who get it correct
will show me whether or not I have to re-explain something or not.
ACCOMMODATIONS
Describe the accommodations/differentiation/modifications you will use to meet
the needs of all learners and accommodate differences in students learning,
culture, language, etc. * Be sure that these accommodations are based on what
you identified/described in your contextual information (Task II).
This lesson is intended for the 6th Period class. There are not students with
documented disabilities that need direct accommodations.
The different types of learners will tended to with various different ways. For the
visual learners, there will be a short YouTube video discussing an aspect of the
lesson. They will also benefit from the heavy use of maps in this lesson.
The think pair share in the beginning will benefit interpersonal learner to get a
chance to share their ideas with a classmate. We will also be engaging in class
discussion with multiple opportunities to share opinions.
Intrapersonal learners will benefit by getting work time at the end to be able to put
their learning objectives in their own words to fill out their hand out for the section.
MANAGEMENT
Identify the management and motivational strategies you will use to meet student
behavioral/developmental needs in order to keep students on task and actively engaged throughout
the lesson.
The key to management in this lesson is engagement. I will be using strategies

such as think pair share and the competitive game on Kahoot to keep their
attention. The class periods are only fifty minutes so it is crucial that every minute
counts and that students are actively learning the whole time.
I will use humor with the memes to maximize engagement. I will try to use the
strategy of movement if I fail to keep attention. Activity helps get the blood
flowing and helps the brain function better.
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LESSON IMPLEMENTATION
I Do
(Teacher introduces lesson and models expected outcome of learning
objectives)
Describe how you will activate student interest and present the learning objective
in an engaging way (this is your lesson opening).
I will start the lesson with a YouTube video a history class made. It is a silly parody
of a Queen song changed to be about imperialism. Hopefully the students will find
this funny and engaging. I will present a few memes on the topic of American
Imperialism. This should gain their attention to lead into the lesson. This will lead
into a think pair share of what the students think imperialism is.
Describe how you will communicate (to students) how the objective is relevant to
their lives.
I will explain how some Americans still have an idea that The United States is
superior to the rest of the world. American Imperialism is still present today, but in
the Middle East, rather than Latin America. I will bring up Trumps ideals and see
what the students think he feels about imperialism.
Describe what instructional strategies you will use to model/explain/demonstrate

the knowledge and skills required of the objective. (cite theories/theorists)
I will use the PowerPoint map and slides to explain to them and demonstrate the
territories we will be dealing with. A short video will explain the reasons for
American Imperialism and I will conduct a short discussion on those goals helping
students understand what those goals are.
Describe how you will check for students understanding before moving on to
guided practice.
If students have shown that they comprehended the video though
discussion/questioning, then we will move on. If students are unresponsive, I will
reiterate the main points to ensure students understand.
We Do
(Teacher engages students in guided practice)
Describe the learning activities you will use to provide students multiple opportunities to practice the
skills and content needed to meet the learning objective(s).
As well as the earlier opportunity for students to share what they have learned, we
will be playing a Kahoot quiz, using their smartphones or school computer to guess
the correct multiple choice answer of questions I have constructed for the lesson.
Describe how you will check for students understanding before moving on to independent practice.
After each question, the percentage of students who got the question right will
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appear on the projector screen. If many students got the question wrong, I will go
over the concept again. If most got it right, we will move on.
You Do
(Students engage in independent practice)
Describe what the students will do to independently practice the knowledge and skills required by the
lesson objectives? (this is the post-assessment)
The students will fill out the questions from their chapter guides that pertain to the
days lesson. I will walk around to ensure they are able to fill out the information
they learned that day.
APPENDIX: Include a blank copy of your post-assessment.

Is your BLANK COPY of the post-assessment included at the end of this lesson
plan?
Lesson Closing
Describe how you will reemphasize the lesson objective and any skills/content that
were taught in an interactive manner (whole/small group, etc.).
Draw together the opinion of Americans close U.S. independence compared to the
late 1800s (What would you have done? What do you think is right?).
ANALYZE
(This portion may only be done after the post assessment is collected/scored.)
Describe the results of the Post-Assessment and be sure to address the following:
Students progress from pre-to-post assessment. (if applicable)
Factors that may have influenced the post assessment results.
How the results of the post assessment highlight what areas of the lesson will
require re-teaching (if any).
If applicable, insert a table/chart/graph (below) that shows the post-assessment data results. If you
used the same document for both the pre and post assessments, it is strongly encouraged that you
show the comparison.
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Post Assessment
2.5
1.5
Percent
1
0.5
0
1 2 3 4 5 6 7 8 9 10
Student Number
Description:
Students scored an average score of 95% on the post assessment as compared to the pre
assessment.
REFLECT
List and describe two things you feel you did well to plan, implement, or assess instruction
(successes).
I was happy I had a variety of different activities throughout the lesson. The
students never seemed to be off track or board because the class was fast paced.
I felt that the kahoot went well. Students were very engaged during that portion of
the lesson.
List and describe two things you feel were challenges during the planning, implementation and/or
assessment of the lesson.
Although they liked the kahoot, they seemed to get a little rowdy during the game,
because of completion.
The video I showed in the beginning was a bit long. They students seemed to
enjoy it, but werent really getting a lot out of it.
List and describe two ideas for redesign you would make if you were to teach this lesson again.
I would definitely state specific rules while playing kahoot, so that the students
know the proper procedure to make it go more smoothly.
I would pick a shorter video, just enough to get the students attention.
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Teacher Candidate Tabitha DeVoss
Name:
Subject: U.S. History
Date:

Template
PLANNING
K-12.H.1 Students will analyze how major events are chronologically connected
and evaluate their impact on one another.
9-12.H.1.5 Explain the transformation of America from World War I through the
Great Depression.
(Courses: Modern, Comprehensive)
List the Learning Objective(s) to be addressed in this lesson. Use the following
format: Students will be able to
Students will be able to list and locate the countries involved in World War 1 and
whether they were a part of the Central or Allied Powers.
World War one was the first time that the U.S. got involved in a global war. This
involvement would shape American policy of fighting for democracy. Their decision
to enter this war set the stage for how we justify involvement in other countries
today.
List the words relevant to the content area that you will either introduce and/or
review during your lesson.
Treaty, Russia, Germany, Austria-Hungary, Transylvania, Romania, Belgium,

France, Poland, Italy, Bulgaria, Great Britain, Ottoman Empire, Serbia
World Map, Chart with Allied, Central, and neutral countries sections, Timeline to
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post events after read off, Countries and event handouts (With individual country
maps)
ASSESSMENT
the lesson.
Students will take a quiz trying to locate various countries of WW1 and place them
in a chart of which wide they were on.

Ideal it would have been at least two days before the lesson, but this will be given
to them the beginning of the day before their previous days lesson.
(if applicable)
Pre Assessment
6
Percent 3
2
0
1 2 3 4 5 6 7 8 9 10 11 12 13 14 15
Sutdent

Description:
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If students seem to locate the countries and fill out the chart easily, then I will
focus mostly on the order of events leading to the war rather than pointing out the
locations of each. I will not have the students fill out the chart.
lesson.
TECHNOLOGY
I will have used the technology ahead of time making print outs and charts. This
lesson is mostly based on active learning with premade visuals throughout the
room.
ACCOMMODATIONS
The bodily kinesthetic learner will benefit greatly from this lesson. All students will
have to get up and move at least once during the lesson. Visual learners will also
benefit from the map and chart visual, as well as the visual of students acting as
the countries so they will visually see each country going to each side.
Interpersonal learners will learn better from this lesson because there is
interaction with others in the room. Intrapersonal learners will be able to benefit
by reflecting on the position on the country they are assigned and the countrys
point of view.
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MANAGEMENT
the lesson.
My plan to engage the students is to turn this lesson into a game like activity. Each
student will have to read their assigned part, and even though there is no winner,
the movement and involvement makes it feel like some sort of game. Each
student will have a part, making the students pay closer attention so they know
when their turn to speak is. Movement helps students brains be more alert and
helps keep them actively engages.
I Do
objectives)
I will start by saying we will introduce the countries of the war, but first I have
some terrible news for you. The Archduke of the Austria-Hungarian Empire, Franz
Ferdinand, has been assassinated. The students will be drawn in by thinking that
there is something very wrong that could possibly affect them. When I have their
attention they will most likely find it comical when they find out what the news
actual is.
their lives.
It is important to learn about how WWI started and how easy it was for all the
countries to get involved so quickly. The U.S. is still involved with many other
territories around the world, with the idea of spreading democracy.

The students are each going to act as a country. At the beginning of class, I will
hand out a country to each student with at least one event with it. The events will
be read in order from the number next to them. As each event is read, the
countries (students) will enter the war. As each enters the war, they will go to the
side or section of the room that fits. There will be a spot for Allies Powers, Central
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Powers, and neutral countries. Each student will also point out their country or
territory on the map.
guided practice.
Students will be able to place their country in the correct spot on the chart
(Central, Allied, or Neutral) and be able to locate the country.
We Do
We will make a chart showing the three options of involvement, using connecting arrows
showing who declared war on who.
If they are able to reference their events to communicate to me that the
information to fill out the chart. I will draw it out on the board while the students
help fill it out.
You Do
Write a paragraph on what observations you can make about the war. They will have to
keep in mind location, alliances, and what they learned about what was going on in
Europe at the time. (Using the information they learned from this lesson and the previous
lesson)

plan?
Lesson Closing
Ask the students what are some of the things you are putting in your paragraphs? I
will suggest and remind them of what is important to mention if they are
struggling to answer. (They should mention how quick countries got involved, and
how many.)
ANALYZE
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Pre and Post Assessment

6
Percent 3
2
0
1 2 3 4 5 6 7 8 9 10 11 12 13 14 15
Description:
REFLECT
(successes).
I felt that student engagement was fairly high for the entirety of the lesson. The
students got really into acting as the different countries, and some did accents
even.
I also felt I planned well. The lines and ordering for each students to stand up was
difficult to plan, but because I spend extra time labeling and numbering it went
quite smoothly.
Like I mentioned above, it was difficult to order the countries and create a line of
dialog for each country. Because I created this lesson myself, it was difficult to
make sure it would work well.
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It was a challenge to explain to the students that they werent expected to
memorize
Teacher which countries
Candidate did DeVoss
Tabitha what, but to understand what was happening (that
there were a lot of countries and they got sucked into the war quite quickly). I
Name:
didnt want
Grade Level:anyone to feel11thoverwhelmed by information.
Subject: US History
Date:
I would better explain that this exercise is for a general understanding of the
beginning of WW1, not a tool for memorization.
I would also provide a better, more detailed recap of the activity. I would go into
more depth into why each country joined and how that relates to each cause the
students learned.

Template
PLANNING
K-12.H.1 Students will analyze how major events are chronologically connected
and evaluate their impact on one another.
9-12.H.1.4 Analyze how individuals and groups reacted to social, political, and
economic problems in the U.S. from Reconstruction through the Progressive Era.
Students will be able to state the purpose of Wilsons Fourteen Points.
Students will be able to state the country punished in the Versailles Treaty and
explain how they were punished.
The Versailles Treaty was an extremely influential document, that would plant the
seeds for the eventual second World War. This document would define our
relations with Germany for years to follow, sparking many effects that the students
21 | P a g e
will learn about. The U.S. as a peace maker will continue into WWII and the into
the Cold War. This is the first time the U.S. decided to try and spread democracy
with war, and it wont be the last.
Woodrow Wilson, Fourteen Points, Versailles Treaty, Germany as a Central Power
Projector, computer, blackboard, study guide handout, student computers or

smartphones
ASSESSMENT
the lesson.
A short ten question quiz will be given on Wilsons Fourteen Points and the
Versailles Treaty to assess student knowledge of both.

Two days prior to the lesson.
(if applicable)
22 | P a g e
Pre Assessment
6
Percent 3
2
0
1 2 3 4 5 6 7 8 9 10 11 12 13 14 15
Student

Description:
Click here to enter text.
lesson.
TECHNOLOGY
We will be using the student computers when playing the review game at the end
of the lesson. The students also have the option of using their smartphones for
Kahoot, and site to create your own quizzes to administer during class. The top
scores will be shown after the end of each question, to promote student
23 | P a g e
competition and involvement. I will be projecting results on the smartboard.
ACCOMMODATIONS
The think pair share activity will benefit social learners as well as the learners that
are less likely to speak up in class. They are given a chance to share the material
with one person forcing at least one of the students to speak, and are more likely
to listen if they are one on one. The interpersonal learners will benefit from the
Kahoot game because it will very interactive. At the same time the game will
benefit intrapersonal learners because they can sit at their own computer and
answer all the questions online with little interaction. The game also benefits
logical mathematical learners because they often enjoy game like activities are
good at them. The story in the beginning and lecture portion benefit verbal-
linguistic learners because they learn best through listening, reading, etc.
MANAGEMENT
the lesson.
I intend to ask many questions throughout the lesson, to ensure attention is being
held by every student. If students are aware that they could be called on in any
instance, they are more likely to be on task and aware. I also have planned the
Kahoot review game which is a great tool to engage students. Anytime I have used
it in the classroom almost all students are actively engaged the whole time. The
think pair share is also a tool to keep students on task, forcing them to explain
what they just learned.
I Do
24 | P a g e
objectives)
I have been using life stories to engage the students at the beginning of lessons. It
is the one way I can get everyones attention and keep it. I will be continuing a
story they already know about to get their attention with this lesson.
their lives.
In the story I will explain how if people feel wronged, they will want to punish
those that wronged them. I will give them a personal example and take on the role
of Germany. This will be my lead into negotiations and treaties of WWI. I will also
explain the planting of seeds for WWII.

Because there is little new material in this lesson, I will use a basic lecture method,
writing a few note on the board. The story helps me explain the concept a little, so
I will continue on with details of the actual WWI information.
guided practice.
I will have the students do a think pair share to see if they are able to discuss and
explain the concept to their partner. If they are then they are ready to move to the
review game.
We Do
I will be conduction a review game that contains information from the chapter. The
information learned in the lesson will be included in this review.
Based on their scores of the game, I will judge if the students have retained the
information from the past week.
You Do
The you do in this case is to study for the test. From the review and constant check for
understanding I know that they are ready for the test.

plan?
25 | P a g e
Lesson Closing
I will make a final check for any questions that may be on the test, as well as go
over again what is to be expected. I will reemphasize any questions the students
struggled with on the review.
ANALYZE

6
5
4
Percent 3
2
1
0
1 2 3 4 5 6 7 8 9 10 11 12 13 14 15
Student
Description:
REFLECT
26 | P a g e
(successes).
The think
Teacher pair share worked
Candidate Tabithawell for this lesson and students reacted well to it.
DeVoss
Name:
Engagement
Grade Level: was high during the kahoot game and students definitely seem to
11th Grade
enjoy being competitive
Subject: USwith each other.
History
Date:
Again, students need to be given a strict procedure while playing education games
because their excitement could get out of hand.
I felt that the limited amount of activities didnt get students engaged enough for
the information to stick long term.
If I were to do this lesson again I would go into more detail about Wilsons Fourteen
Points and explain in more detail about the League of Nations.
I would also add in a few more activities to keep the lesson fun and fast paced to
keep engagement high.

Template
PLANNING
9-12.H.4.8 Assess the roots and outcomes of the Great Depression including its
transformation of American political and economic institutions.
Students will be able to make inferences about The Great Depression by studying
culture of the time (Ex: Photograph, novel, picture, poem, song, etc.).
27 | P a g e
Students will be able to use the skills learned and used in this lesson to assess
other cultures and eras as well. Analyzing culture is a great way to better
understand peoples lives of the time. Making inferences on much of the art and
music from the Great Depression can show us how hard their lives were and how
there were feeling at the time.
American Gothic, Woody Guthrie, The Grapes of Wrath
Projector, powerpoint, whiteboard, speaker system
ASSESSMENT
the lesson.
I will pass out a few sections of text and a picture of a painting from the Great
Depression and have students respond to each with what we can learn from each.

I will give the hand out three days before.
(if applicable)
28 | P a g e
Pre Assessment
6
Score (Out of 10 Possible) 3

2
0
1 2 3 4 5 6 7 8 9 10 11 12 13 14 15
Student

Description
I gave them a score out of ten based on how well they could make inferences from
the material
If they are able to assess the media and turn it into conclusions about the Great
Depression, then I will reassess my lesson and perhaps make it more difficult.
lesson.
TECHNOLOGY
I will be using the projector and smartboard for displaying and viewing the
29 | P a g e
different forms of culture. I will be showing a variety of video clips and videos for
this lesson.
ACCOMMODATIONS
The visual learners will benefit from the analysis of the paintings as well as the
videos I show. Verbal linguistic learners will benefit from the literature excerpts we
discuss and will enjoy deciphering the authors meaning. Musical/rhythmical
learners will benefit from listening to the songs from The Great Depression.
MANAGEMENT
the lesson.
I will keep students engaged by encouraging open discussion and answers while
analyzing each item. Reassuring that are no wrong answers will help more
students feel confident in answering. Students will feel more engaged when they
realize how much of what they are saying will correctly predict what times were
like during The Great Depression.
I Do
objectives)
I will display the painting American Gothic and ask the students to silently think
about what they see. I give the students a minute to think and then ask them to
what was in their minds, while writing down the list of things the students saw.
30 | P a g e
Then I will take their descriptors and we will as a class make inferences about the
lives of the people in the painting, the painter, and the era.
their lives.
I will explain what we learn about the Great Depression through looking at the
culture. I will then ask students to think about what is popular today and ask them
what people might think about our time or location from it. I suggest to think
about music today and the kinds of problems are sung about.

We will continue to look at pieces of culture as students make inferences about
them. I will be using the scaffolding (supported by Lev Vygotskys studies and
findings on Zone of Proximal Development) to assist them until they start making
observations on their own and turn them into concluding thoughts on the
Depression.
guided practice.
When they start to observe the items without prompting we will move on.
We Do
We will look at some literature and quotes. We will dissect the meanings together.
We will also listen to a few songs from the Depression.
If they are able to transfer the skills they learned in the previous forms to the
literature, they will be ready for independent practice.
You Do
Students will have their choice of media from the Great Depression Era to dissect on their
own. Students will be required to write a paragraph on what they can learn about the
Depression from their piece as well as stating or copying down what piece of media they
chose.

plan?
Lesson Closing
31 | P a g e
I will bring up TV shows and movies of the time and ask the students to think
about what people studying the current era would conclude about us and our lives.
I will have a few students share their thoughts.
ANALYZE

6
5
4
Score (Out of 10) 3

2
1
0
1 2 3 4 5 6 7 8 9 10 11 12 13 14 15
Student
Description:
Second Score based on their solo project score.
REFLECT
(successes).
32 | P a g e
This lesson worked exceptional well as far as engagement. All students seemed to
want to be involved in the discussions we had and appeared to be having fun. I
also feelCandidate
Teacher that the lessonTabitha
helped students think critically about culture in general
DeVoss
and what their interests say about them.
Name:
List and describe two thingsUS
Subject: youHistory
feel were challenges during the planning, implementation and/or
assessment
Date: of the lesson.
Right away students were nervous about answering what they see because they
werent sure what I wanted for an answer. It was a challenge right away to get
students to throw out answers.
I also found it challenging make sure all students answers were accounted for.
When the students got into the lesson, so many were answering it was hard to
respond or include all in our discussion and estimations.
I would add more variety of media, possibly spreading the lesson over two days.
I would like to spend more time on just the literature, especially on The Grapes of
Wrath.

Template
PLANNING
9-12.H.4.9 Explain the causes, events, and consequences of the Second World War
including issues at home and abroad.
Students will be able to define fascism and name three fascist dictators that will
eventually get involved World War II.
This subject is relevant because it is vital that students understand the conditions
of countries before they enter a war. This lesson will help understand the goals of
33 | P a g e
each country and better understand why and how they would go to war.
Understanding past wars and foreign relations helps students understand current
wars and foreign relations.
Fascism, Dictator, Mussolini, Hitler, Tojo
Student computers, printer, PowerPoint, projector, chalkboard
ASSESSMENT
the lesson.
Their assessment was a five question multiple choice quiz to assess their
knowledge of fascism and fascist dictators.

I will give them the quiz two days in advance in order to have time to make
changed to my lesson if need be.
(if applicable)
34 | P a g e
Pre Assessment
6
Score (Out of 5) 3
2
0
1 2 3 4 5 6 7 8 9 10 11 12 13 14 15
Sutdent
Description:
The questions are fairly straight forward, and if the students do well, I will make
the lesson more challenging and more detailed. If the students score low, I will
keep the lesson as is, paying specific attention to questions many students
missed.
lesson.
TECHNOLOGY
The students will be using their computers to create fake Instagram accounts for a
35 | P a g e
fascist dictator of WWII. They will be searching an Instagram feed on google to
save and copy over. They will edit that picture using Microsoft Paint or Word. I will
also use my computer to project my example for the students to view.
ACCOMMODATIONS
Visual learners will benefit from this lesson because I will use visuals through the
presentation and they will also be creating a visual for their independent practice.
Interpersonal students will benefit from the open class brainstorm and discussion.
Intrapersonal learners will benefit from the independent assignment at the end.
Verbal-linguistic learners will benefit from the lecture section by taking in the
information in word form.
MANAGEMENT
the lesson.
I will engage students right away with a brainstorm. I will ask multiple questions to
keep students engaged and ready for interaction. The Instagram activity is
designed to keep student interest and give them an opportunity to be creative. As
students work independently, I will be checking around the room to ensure they
are all on track with their assignment.
I Do
objectives)
36 | P a g e
I will start the lesson with a brainstorm about WWII. I will ask students to name
anything they know about WWII and use this as a segway into the lesson.
their lives.
This lesson is relevant because it will help them better understand the causes of
WWII when we get to them. I am using an Instagram activity to make it relevant
and interesting to the students.

I am using some basic lecture to link what they do know about WWII to the new
information about fascism. Linking new information to old information is supported
by Lev Vygotskys studies and findings on learning. I will also some images along
with lecture.
guided practice.
I will ask students what fascism is.
We Do
We will review together the fascist dictators, where they are from, and what their
goal was.
I will ask students how this might lead to the eventual second world war.
You Do
The students will be making a mock Instagram account for one of the fascist dictators we
learned about. They will be required to make a mock post with a caption and two
comments from other dictators or relevant world leaders. This will allow them to show
their understanding of the dictators views and how others see them.

plan?
Lesson Closing
I will review again what fascism is and how its increase will help lead to WWII.
37 | P a g e
ANALYZE

6
5
4
Score out of 5 3
2
1
0
1 2 3 4 5 6 7 8 9 10 11 12 13 14 15
Student
Description:
Post assessment score is the Instagram project
REFLECT
(successes).
The students loved the Instagram project. They were engaged and excited to do
something so relatable.
The brainstorm went well and led quite easily into lecture portion of the lesson.
38 | P a g e
I was surprised to find out that many of the students didnt know how to use
Microsoft paint or Word to create the mock Instagram posts.
The students struggled with the technology in general, which was a shock for me.
I would definitely find a better tool than Paint, or would have to give the students a
short tutorial. This would take time, but would save time in the long run when they
can operate it more smoothly.
I would possibly allow more time for the brainstorm to ensure that all students get
to share their idea if they have something to say.
39 | P a g e
Teacher Work Sample Scoring Rubric
Student Teaching
Teacher Candidate Name:_________________________________________________________________

Semester: Spring Fall Year 20____
Grade/Subject Area______________________________________________________________________
Task I: Professional Goal Setting

Components Advanced/Excellent Proficient/Competent Basic/Developing Below Basic/
4 3 2 Needs Work
1
Candidate identifies one Candidate identifies one Candidates identifies one Candidate does not
well-planned goal and goal and communicates goal but does not identify a well-planned
effectively communicates reasons/justifications for why adequately provide goal nor provide a reason
reasons/justifications for why s/he chose the goal. reasons/justifications for for the selection of the
s/he chose the goal. the selection of the goal. goal.
Candidate provides an
Candidate provides a action plan for the Candidate provides an Candidate does not
detailed action plan for the achievement of the goal and
action plan for the provide an action plan for
achievement of the goal and cites resources s/he will use
achievement of the goal the achievement of the
Professional Goal cites any specific resources to enhance goal
s/he will use to enhance goal achievement efforts. but needs to work to goal.
Setting and Reflection develop a more specific
achievement efforts.
Candidate effectively list of resources to be Candidate is not clearly
Candidate is highly effective communicates any used for achievement of able to reflect on his/her
at communicating any progress/growth made that goal. performance in the area
progress/growth made toward the goal in the of goal
toward the goal in the reflection. Candidates reflection on setting/achievement.
reflection. goal achievement is
minimal and needs
development.
Task II: Contextual Information
4 3 2 Needs Work
1
Candidate clearly identifies Candidate identifies several Candidate identifies very Candidate does not
numerous contextual factors contextual factors contextual few contextual factors identify the contextual
which may impact the factors which may impact which prohibits his/her factors.
instructional strategies, the strategies, approaches, ability to fully recognize
approaches, and and assessments used to any impact those factors
Contextual Factors assessments used to support support their students would have had on
their students learning. learning. potential strategies,
approaches, and
assessments used to
support their students
learning.
Task III: Instructional Design and Implementation
4 3 2 Needs Work
1
All lessons contains Most lessons contains Lessons contain minimal Lessons contain no
evidence of setting evidence of setting evidence of setting evidence of setting
measurable objectives that measurable objectives that measurable objectives measurable objectives
Standards/Objective are clearly aligned with are aligned with specific that are only somewhat and are not aligned with
s specific state and/or national state and/or national aligned with specific specific state and/or
standard(s). standard(s). state and/or national national standard(s).
standard(s).
Lessons allow for numerous Lessons allow for Lessons allow for no
connections across the connections across the Lessons allow for very apparent connections
curriculum which serve to curriculum which serve to few connections across across the curriculum;
40 | P a g e
build understanding, and build understanding, and the curriculum which do students are not able to
encourage application to real encourage application to real not build understanding, build an understanding or
world issues. world issues. nor encourage apply to real world issues.
application to real world
issues.
Incorporates a well-aligned Incorporates a pre- Incorporates a pre- Does not incorporate

pre-assessment to measure assessment to measure assessment which evidence of a pre-
students prior knowledge of students prior knowledge of partially measures assessment to measure
the learning objective and the learning objective and students prior students prior knowledge
purposefully utilizes the somewhat utilizes the results knowledge of the of the learning objective.
results to inform to inform planning/instruction learning objective but Does not include copies
planning/instruction for the for the lesson and post fails to adequately utilize of the Pre- and Post-
lesson and post assessment. assessment. the results to inform Assessments used.
Assessment Includes copies of the Pre- Includes copies of the Pre- planning/instruction for Does not include a copy
and Post-Assessments used. and Post-Assessments the lesson and post of a key/product to show
Includes a copy of a high used. assessment. desired outcome.
quality key/product to show Includes a copy of a Includes copies of the
desired outcome. key/product to show desired Pre- and Post-
outcome. Assessments used.
Includes a copy of a
key/product to show
desired outcome.
Purposefully and consistently Incorporates the use of Is still developing the Does not incorporate the
incorporates the use of available technology to ability to incorporate the use of available
available technology to somewhat enhance use of available technology to enhance
further enhance instruction in instruction in ways that technology to enhance instruction nor provide an
ways that authentically engage most of the students instruction in ways that explanation for why
engage all students in the in the learning experience. engage the students in technology is not utilized.
Technology learning experience. For For cases where technology the learning experience.
cases where technology is is not utilized, candidate For cases where
not utilized, candidate provides an explanation. technology is not utilized,
provides a logical candidate provides an
explanation. explanation.
Purposefully adjusts Adjusts instruction during Attempts to adjust Does not adjust
instruction during lesson lesson planning and instruction during lesson instruction during lesson
planning and implementation implementation in order to planning and planning and
in order to significantly meet meet some of the identified implementation but the implementation in order to
Differentiation, all of the identified needs of needs of individuals, small differentiated instruction, meet the identified needs
Accommodations, individuals, small groups or groups or the class by accommodations and of individuals, small
and Modifications the class by including including general methods of modifications used do groups or the class. No
specific methods of differentiation, not fully meet the differentiation,
differentiation, accommodations and identified needs of accommodations and
accommodations and modifications. individuals, small groups modifications present.
modifications. or the class.
Numerous Management and Management and Management and
management/motivational motivational strategies are motivational strategies motivational strategies to
strategies are clearly identified and rationale is are not clearly identified enhance student
identified and rationale provided for how these and rational is lacking engagement and learning
Management provided for how these strategies enhance student evidence of how these are not identified.
strategies serve to engagement and learning. strategies fully serve to
significantly enhance both enhance student
student engagement and engagement and/or
learning. learning.
Lesson Purposefully activates Activates student interest by Attempts to activate There are no clear
student interest by including an student interest but attempts to activate
Implementation consistently including a effective/engaging needs to work to develop student interest.
(I Do/We Do/You Do) highly-effective/engaging introduction and closing. a more effective lesson Candidate does not
introduction and closing. opening and closing. include evidence of an
Introduces and reinforces effective opening and/or
Effectively introduces and the learning objective(s) so Needs to be more closing.
repeatedly reinforces the that students are cognizant purposeful about
learning objective(s) so that of expected outcomes. introducing and Learning objective is not
students are cognizant of reinforcing the learning reinforced throughout the
expected outcomes. Presents all content in a objective so that the lesson.
sequential manner and students are cognizant of Content is not presented
41 | P a g e
Presents all content in a provides opportunities for expected outcomes. in a sequential manner
sequential manner and modeling and practicing the and candidate does not
provides numerous skills and content needed to Content is not always provide evidence of
opportunities for modeling meet the learning presented in a sequential allowing opportunities for
and practicing the skills and objective(s). manner and candidate modeling and practicing
content needed to meet the needs to provide more the skills and content
learning objective(s). Checks for student opportunities for needed to meet the
understanding throughout modeling and practicing learning objective(s).
Consistently checks for most of the lesson cycle and the skills and content
student understanding provides evidence of re- needed to meet the Candidate does not check
throughout the entire lesson teaching/remediation where learning objective(s). for student understanding
cycle and provides detailed necessary. throughout the lesson
evidence of re- Checks for student cycle and there is no
teaching/remediation where understanding evidence of re-teaching
necessary. Includes reasons for why the throughout most of the /remediation.
instructional strategies and lesson cycle and
Includes numerous detailed learning activities chosen for provides little evidence of Does not includes
reasons for why the the lessons are re-teaching/remediation reasons for why the
instructional strategies and where necessary. instructional strategies
developmentally appropriate
learning activities chosen for and learning activities
the lessons are (claims are somewhat chosen for the lessons
developmentally appropriate supported by relevant Includes reasons for why are developmentally
(claims are supported by theory/research that is the instructional appropriate (claims are
relevant theory/research that cited). strategies and learning not at all supported by
is clearly cited). activities chosen for the relevant theory/research
nor sufficiently cited).
lessons are
developmentally
appropriate (claims are
not sufficiently supported
by relevant
theory/research nor
sufficiently cited).
Includes professional-quality Includes average-quality Includes poor-quality No quality

table/charts/graphs which table/charts/graphs which table/charts/graphs table/charts/graphs which
clearly show post show post assessment which do not clearly show post assessment
assessment results (and pre- results (and pre-post show post assessment (and/or pre) results.
post comparison if comparison if applicable) results (or pre-post
applicable) Provides a description of the comparison if applicable) Does not provide a
description of the post
Provides detailed description post assessment results Provides a weak
assessment results is
of the post assessment which somewhat addresses description of the post
weak and illogical and
results which thoroughly most of the following items: assessment results does not address all of
addresses all of the following students progress toward which does not the following items:
items : mastery of the objectives adequately address the
students progress toward from pre-to-post following items: students progress toward
Analyzes mastery of the objectives factors that may have students progress mastery of the objectives
from pre-to-post affected the post toward mastery of the from pre-to-post
factors that may have assessment results objectives from pre-to-
affected the post assessment how the results of the post post factors that may have
results assessment highlight what factors that may have affected the post
how the results of the post areas of the lesson will affected the post assessment results
assessment highlight what require re-teaching (if any) assessment results
how the results of the
areas of the lesson will how the results of the
post assessment highlight
require re-teaching (if any) post assessment what areas of the lesson
highlight what areas of will require re-
the lesson will require re-
teaching (if any)
Identifies, describes, and Identifies, describes, and Identifies, describes, and Fails to adequately
explains more than two explains two successful explains only one identify, describe, or
Lesson Reflection: relevant successful teaching teaching strategies and/or successful teaching explain successful
strategies and provides provides supporting strategy and/or provides teaching strategies and
Successes detailed supporting evidence evidence for why they were only minimal supporting provides no supporting
for why they were effective. effective. evidence for why it was evidence.
effective.
42 | P a g e
Identifies and describes Identifies and describes two Identifies and describes Fails to adequately
more than two challenges challenges encountered only one challenge identify, describe, or
Lesson Reflection: encountered throughout throughout the lesson. encountered throughout explain challenges
lesson. the lesson. encountered throughout
Challenges
lesson.
Identifies and describes Identifies and describes two Identifies and describes Fails to identify and
more than two significant ideas for redesigning the one idea for redesigning describe an idea for
Lesson Reflection: ideas for redesigning the lesson and provides details the lesson and provides redesigning the lesson
Improvements lesson and provides full to support the redesign. very minimal details to and/or provides no details
details to support the support the redesign. to support the redesign.
redesign.
Overall Professional Quality of Teacher Work Sample
4 3 2 Needs Work
1
Content Organization: Content Organization: Content Organization: Content Organization:
All formatting requirements All formatting requirements Most formatting Few formatting
followed: (Cover page, followed: (Cover page, requirements followed: requirements were
references/credits, font and references/credits, font and (Cover page, followed: (Cover page,
spacing, anonymity) spacing, anonymity) references/credits, font references/credits, font
and spacing, anonymity) and spacing, anonymity)
Paper is well organized with Paper is organized.
clarity of thought and Paper is somewhat Paper requires much
purpose. organized but candidate better organization of
needs to continue to content and candidate
develop communicating needs to significantly
thought and purpose. develop in the area of
communicating thought
and purpose.
Writing Skills Conventions: Conventions: Conventions: Conventions:
Writing has very few errors in Writing has only occasional Writing has frequent Writing has numerous
spelling, grammar, errors in spelling, grammar, errors in spelling, errors in spelling,
punctuation, and/or sentence punctuation, and/or grammar, punctuation, grammar, punctuation,
structure. sentence structure, but does and/or sentence and/or sentence
not significantly detract from structure, and this structure, errors which
overall quality. somewhat detracts from significantly detract from
overall quality. overall quality.
Overall Quality: Overall Quality: Overall Quality: Overall Quality:
Professionally written, high- Adequately written, average Writing and quality of Poorly written, low-quality
quality paper. quality paper. paper are in paper. Resubmission
development but required.
resubmission is not
required.
43 | P a g e

Spring 2017 Tws Final

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Northern State University

Student Teaching Experience

Candidate Name: Tabitha DeVoss

Subject/Content Area: US History

I understand that obtaining, or attempting to obtain, a passing grade on a TWS by falsification or

Signature of Candidate Submitting the TWS: Tabitha DeVoss_(electronic submission)

Copyright 2015 Educational Testing Service. The ETS Praxis Performance

I. Professional Goal Setting and Reflection

An electronic copy of your completed TWS must be submitted to:

Your university supervisor (discuss the format)

NSU Conceptual Potential Category Outcomes Description

Knowledge of the Learner Developmental Needs Knowledge of the learner focuses on an

Knowledge of Content Understanding Subject Matter Knowledge of Content implies a broad

Knowledge of Pedagogy Planning Pedagogical Knowledge includes those

a. Identify the Framework Category to which your goal aligns:

Categories of Contextual Factors

High School Completion Indicator: 25.51/30, or 85.03%

Student Achievement: 20.97/40, or 52.42%

Average years of experience of teachers is 20 years. 12.5% with advanced degrees.

Task III: Instructional Design and Implementation (due week 10)

Describe how the objective is relevant to students lives.

List the materials you will need to teach the lesson.

PowerPoint, projector, map of gulf territories, student computers, smart phones

Here is the link to the pretest:

APPENDIX: Include a blank copy of the lesson pre-assessment. (if applicable)

Is your pre-assessment included at the end of this lesson plan?

Is your post-assessment included at the end of this lesson plan?

Is your key included at the end of this lesson plan?

The key to management in this lesson is engagement. I will be using strategies

Describe what instructional strategies you will use to model/explain/demonstrate

APPENDIX: Include a blank copy of your post-assessment.

Insert an image of your table/chart/graph here.

Millicent Atkins School of Education: Common Lesson Plan

Describe how the objective is relevant to students lives.

Treaty, Russia, Germany, Austria-Hungary, Transylvania, Romania, Belgium,

List the materials you will need to teach the lesson.

APPENDIX: Include a blank copy of the lesson pre-assessment. (if applicable)

Is your pre-assessment included at the end of this lesson plan?

Insert an image of your table/chart/graph here.

Is your post-assessment included at the end of this lesson plan?

Is your key included at the end of this lesson plan?

Describe what instructional strategies you will use to model/explain/demonstrate

APPENDIX: Include a blank copy of your post-assessment.

Pre and Post Assessment

Insert an image of your table/chart/graph here.

Millicent Atkins School of Education: Common Lesson Plan

Students will be able to state the purpose of Wilsons Fourteen Points.

Describe how the objective is relevant to students lives.

Woodrow Wilson, Fourteen Points, Versailles Treaty, Germany as a Central Power

List the materials you will need to teach the lesson.

Projector, computer, blackboard, study guide handout, student computers or

APPENDIX: Include a blank copy of the lesson pre-assessment. (if applicable)

Is your pre-assessment included at the end of this lesson plan?

Two days prior to the lesson.

Insert an image of your table/chart/graph here.

Click here to enter text.

Is your post-assessment included at the end of this lesson plan?

Is your key included at the end of this lesson plan?

Describe what instructional strategies you will use to model/explain/demonstrate

APPENDIX: Include a blank copy of your post-assessment.

Pre and Post Assessment

Insert an image of your table/chart/graph here.

Millicent Atkins School of Education: Common Lesson Plan