PSU

TEACHER WORK SAMPLE

Your First and Last Name: Lindsey Viets

Date Submitted: May 1, 2017

District where you completed

Joplin School District
the TWS:

Name of School Building

where you completed the Joplin High School
TWS:

Content Area of your TWS: English

TWS Unit Topic: Romeo and Juliet Context

Grade Level of the

Classroom / Students in
9th Grade
Which the TWS Unit Was
Completed:

Pittsburg State University Teacher Work Sample 1

I. Contextual Information and Learning Environment Factors

A. Narrative General Contextual Information for Community, District, and School (limited to 1 page)
In this particular Missouri district, the total student population is 7, 674 students. Of those students, the males and females comprise 50 percent
for each category. The socioeconomic status includes 51.3 percent of students who are considered economically disadvantaged and 49.7 percent who
are non-economically disadvantaged. The racial distribution includes the following categories: 79.5 percent of students are Caucasian/White; 6.9
percent of students are Hispanic; and 13.6 percent of students are Other (African-American/Black, Asian, Native American, and Multiracial). Of the
total student population in Joplin School District, 15.8 percent of students have disabilities and 2.5 percent of students are considered English
Language Learners. The school in which I am currently placed in this district is Joplin High School.
At Joplin High School, the statistics regarding student demographics are comparable to the district. In this school, the total student population is
2,185 students. Of those students, the males and females comprise 50 percent for each category. The socioeconomic status includes 49.3 percent of
students who are considered economically disadvantaged and 50.7 percent who are non-economically disadvantaged. The racial distribution includes
the following categories: 83 percent of students are Caucasian/White; 6 percent of students are Hispanic; and 11 percent of students are considered
Other (African-American/Black, Asian, Native American, and Multiracial). Of the total student population in Joplin School District, 15 percent of
students have disabilities and .87 percent of students are considered English Language Learners. In addition to the demographic data, Joplin High had
assessment data that was reported in their building report card.

Table 1.1 Class Contextual Information (limited to 1 page)

Grade level _9th Grade__ Content area (e.g., mathematics) _English_______ Topic (e.g., geometry)_Romeo and Juliet Context___
Age range of students _14-15_________ Number of male students ___13______
Total number of students __30________ Number of female students _17_______
Percentage of students receiving free lunch _51.3%_______Percentage of students receiving reduced lunch__49.3%_______
[if free/reduced lunch information not available for class, provide school percentages]
Area in which students live (check all that apply) Urban __X__ Suburban ___X__ Rural _____
Ethnicity of students (give numbers) ___1__ African American or Black ___1__ Hispanic or Latino
___0__ Native American/Alaskan Native __26__ White
___1__ Asian or Pacific Islander ___1__ Other (specify) _Indian____
Language proficiency of students (give __30____ Fluent English Proficient ___0___ English Language Learners
numbers)

Pittsburg State University Teacher Work Sample 2

 Identified special needs categories
represented (give numbers)
___0___ Specific Learning Disability
___0___ Hard of Hearing
___0___ Deaf
___0___ Deaf-Blind
___0___ Other Health Impaired
___0___ Multiple Disabilities
___0___ Brain Injury
___0___ Established Medical Disability (0-5 yrs)
___0___ At risk for developmental disabilities
___0___ Speech/Language Impaired
___0___ Visually Impaired
___0___ Orthopedically Impaired
___0___ Emotionally Disturbed
___0___ Autism
___0___ Mental Retardation
___30___Gifted
___0___ Developmentally Delayed
___0___ Other (Specify)_______________

Subgroup Selected (describe the group): The primary subgroup selected is the females of the class. These students vary in their interest
level for the English class. Some are highly motivated in all of their class, while others have a much lower amount of motivation.
Compared to the males, they tend to be much more talkative and social. The boys are a bit more studious in personality.

Rationale for Selection: I selected the subgroups of males and females in order to analyze gender differences in a gifted classroom. I
would like to see how the performance of males in this setting compares to that of females. This will give me some insight into
performance for each gender to help me inform future instruction with consideration of the genders.

Provide appropriate charts/graphs to display demographic data for district, school, and classroom in Appendix A.

Table 1.2 Student Characteristics for Whole Class (limited to 1 page)

Student Characteristics
Intellectual Characteristics
- Including readiness,
cognitive abilities, learning
needs, developmental levels,
etc.
Previously demonstrated
academic performance/
Specific Descriptions
The students of this class are highly intelligent and incredibly studious. Most of the students have at least a 90% in
the class, which is a challenging Pre-AP class. Compared to other classes, these students are more advanced
intellectually and can handle the challenge that the class provides. When they come to class each day, they are
prepared for class mentally and physically. They dont have to be told how to prepare for class. Instead, they come
ready to go and begin working if they know what is coming. If they dont know what is coming, they will ask before
class begins so that they will be ready for class.
This class has 89% of the class that is considered above average in their academic performance. The remaining 6%

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ability:
% Above standard _89%_
% Meets standard _6%_
% Below standard _3%__
Social Characteristics
- Including emotional,
attitudinal, motivational, etc.
Personal Characteristics
- Including physical, social,
individual experiences,
talents, language, culture,
family and community
values, etc.
are average. They may have the intellectual capacity to be at the Pre-Advanced Placement level with their peers, they
do not exhibit the ability to follow through with level-appropriate work. They may be more distracted, disorganized,
or disinterested. Three percent of the class, or one of the students, shows that she is below average in performance.
She has all of the previously described qualities, yet unlike her peers she is not able to meet the standard.
The students in this class are all fairly well adjusted, with positive attitudes toward the class. They are highly
motivated to receive a good grade. Most of them are also motivated to learn, though there are some who are highly
social and less interested in academics. They may be more focused on the friends they have in the class than what is
happening with the material.
All of the students are fluent in English, and only one is the child of an immigrant family. About one-quarter of the
class is involved in athletics, which means that during this spring semester, they leave the class early for games. Out
of the students in the class, one third come from families that value power over knowledge. The remaining two-thirds
of the class values knowledge.

B. Narrative: Implications for Whole Class Instruction Based on Information from Table 1.2 (limited to 1 page)
In order to teach these students effectively, I find that I have to be explicit with my instructions. The time in the beginning of class, where I explain to
agenda for the class and our goal, is so important. Because they want to be ahead of the curve, they need to know what is coming before we get there
so they can mentally and physically prepare. I also provide ample time for questions because they will always have questions. This inquisitive
personality of the class creates a strong discussion; so when I want them to think at higher levels, I ask them open-ended questions. In terms of
classroom management, I rarely have to redirect them because they dont talk once class has begun, unless it has to do with the topic.

C. Sub- Groups/Students Information

Describe this
subgroup/student
using information
from Table 1.1
SUBGROUP There are 16 female
or students that are in the
FOCUS class. They are
STUDENT considered gifted and
tend to excel in school.
Pittsburg State University
Why was this
subgroup/student What was learned about this subgroup/student?
selected?
These young ladies do Intellectual: The females in the class enjoy school more than I initially thought.
fairly well in this Most, if not all, of the females became avid readers after they had the option for
class, but a few what books to read. When given assignments they made sure to ask questions if
struggle. I want to see they needed clarification. They are mostly well-organized and prepared for class.
how they compare to Social: The females in the class tend to be witty and talkative. They will engage
the males in conversation not just with their female friends but with the male students as
performance. well. The students do better when they have a chance to discuss the material they
are learning.
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 Personal: The female and male students had frequent absences due to sports and
other activities. Many of these students are highly involved in activities and seek
ways to apply themselves in and out of the classroom. They are well adjusted
and can take on new assignments in stride. They are responsible citizens and
students.
The focus student I I selected this student Intellectual: This student is incredibly intelligent. He does well on his
selected is a male in order to see how a assignments and tries his best at everything we do in class. His grades tend to be
student. His ethnicity is male member of a higher than the classs average.
Indian, and he is minority at this school
intellectually gifted. would perform in a Social: This student is smart, but also quiet. He sits by two girls who are also
gifted setting. incredibly smart. This table usually never talks to each other, but they are not
SUBGROUP
or afraid to ask questions when they have them.
FOCUS
STUDENT Personal: The focus student is incredibly focused on school. He never misses
class and is always on task. During parent-teacher conferences, I had the chance
to meet the focus students mom. She was a lively person, which contrasted his
Stoic personality. From this encounter, I was able to see how much she cared
about his good grades. Though she was not as familiar with the American school
system, she wanted him to do his best.

D. Narrative Implications for Sub-Groups/Focus Students Instruction (limited to 1 page)

Because the students are highly involved in school activities, they will likely be gone more. When planning instruction, I must be careful not to have
most of the assignment completed in class. I need to consider that some students may quickly fall behind if they are absent often. I can assign
ongoing projects that can be easily caught up if students miss a class. Each day, I can also have reminders of when the upcoming projects are due so
that students can stay up-to-speed. Because the students are conscientious, they will do well with this.

Additionally, because the female students especially are highly social, I will provide more opportunities for discussion. After the students finish their
quick writes, they will be able to have a minute or less to discuss with their table. The idea with this activity is to use the think-pair-share technique.
This gives the students a chance to use intrapersonal, interpersonal, and small group communication. Though this may be a little more difficult for the
focus student, he will still be able to write individually, which is one of his strong suits. He may also be stretched a bit to be more social which would
still be a helpful exercise.

Because the students are all intrinsically motivated, they would do better to go over the answers to their assessments. My plan, then, is to go over the
answers as a class after we have finished taking quizzes and the post-test. The students may have some questions for me regarding the way questions

Pittsburg State University Teacher Work Sample 5

were worded or the specific answers on the tests. This class tends to be inquisitive in personality and social; so I have to allow enough time to discuss
the test in this way. In the past, I have not taken the time to go over quizzes and wished that I would have done so. Now will be a chance to provide
the opportunity for students.

Pittsburg State University Teacher Work Sample 6

II. Instructional Design

A. Narrative Description of Range of Objectives and Rationale for Selection (limited to 1 page)
Most English classrooms utilize verbal/linguistic intelligences and neglect to focus on any other areas of intelligence for students. By including the presentation
aspect, I hope to encourage students who may not be as strong at reading and writing that they can also be successful. The intelligences used for this would include
the bodily/kinesthetic intelligence and the visual/spatial intelligence. The variety also will help the students be more open to the lessons that are primarily focused
on verbal and linguistic skills. Together, these choices show a use of the psychomotor domain as well as the cognitive and affective domains.

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)

Level(s)
Obj.
Unit Objectives (e.g. Blooms
No.
Taxonomy)
1
The students will be able to answer 10 objective questions about Shakespeares life and works. Knowledge
2
The students will be able to answer 10 objective questions about Elizabethan Theatre. Knowledge
The students will be able to reflect on the context of Romeo and Juliet through informal, hand-written Knowledge
3
responses. Comprehension
The students will be able to correctly analyze the Globe Theatre structure as it applies to the presentation of the Comprehension
4
play Romeo and Juliet. Analysis
Knowledge
5 The students will be able to apply nine Literary Terms utilized in the play Romeo and Juliet, including tragedy, Comprehension
prologue, monologue, soliloquy, foil, aside, pun, blank verse, and couplet. Application
Knowledge
Comprehension
6
Synthesis
The students will be able to present about a topic related to Shakespeares life and work. Articulation

C. Identify State Standards Benchmarks Addressed by Unit Objectives How do objectives address these standards? (limited to 1 page)
Objective 3 - Range of Writing
Standard 10. Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single

Pittsburg State University Teacher Work Sample 7

 sitting or a day or two) for a range of tasks, purposes, and audiences.
*This standard was achieved through the daily objectives including the following specific lesson objectives:
-Students will take clear and effective notes on Shakespeares life.
-Students will reflect on their personal preferences for entertainment.
-Students will reflect on their personal experiences at an auditorium/theater.
-Students will describe the Globe Theatres appearance.
-Students will take clear and effective notes on classmates presentations.

Objective 4 - Production and Distribution of Writing

Standard 4. Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose,
and audience.
*This standard was achieved through the daily objectives including the following specific lesson objectives:
-Students will respond to a question in class by writing a journal response appropriate for the purpose and audience.
-Students will clearly describe a setting with sensory details in a manner that would inform an audience unfamiliar with this location
about its description.

Objective 6 - Research to Build and Present Knowledge

Standard 7. Conduct short as well as more sustained research projects to answer a question (including a self-generated question) or
solve a problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating
understanding of the subject under investigation.
*This standard was achieved through the daily objectives including the following specific lesson objective:
-Students will conduct and present research on an individually selected topic regarding Shakespeares Life, the Globe Theatre, or
Shakespeares Work. They will present it to the class.

Pittsburg State University Teacher Work Sample 8

Table 2.1 Instructional Design Unit Plan
The students took a pretest on the first day of the Romeo and Juliet context unit to assess their knowledge on Shakespeares life,
Pre-Assessment: Elizabethan theatre, and Shakespeare Literary Terms.
T Lesson Formative
Instructional Activities/ Describe Specific Adaptations/
Lesson Date R Objecti Assessment
Strategies Differentiation
I ve(s) (formal/informal)
Students checked out books from the library,
took their pre-test over Shakespeare,
1 3/28 TRI 1
reviewed Cornell Notes, and took Cornell
Pre-Test Students selected a personal book to read for class.
Notes over Shakespeares Life.
Students read quietly for ten minutes, wrote
silently for five minutes, took Cornell Notes
In-Class Writing
2 3/29 TR 3, 5 on Shakespeares Literary Terms, and
(Cornell Notes)
Repeated slides as requested by students.
learned about The Shakespeare Minute
presentations.
Students read quietly for ten minutes, wrote
silently for five minutes, shared their ideas
with the class, watched a mini-documentary In-Class Writing
3 3/31 TRI 2, 3, 4
about the Globe Theatre, colored a Globe (Cornell Notes)
Provided a film-viewing guide for students.
Theatre diagram, and worked on The
Shakespeare Minute presentations.
Students read quietly for ten minutes, took a
quiz over Shakespeares Life and Literary
Terms, went over the quiz answers, learned
4 4/3 TRI 2, 4, 5 remaining facts about the Globe Theatre, Pop Quiz Walked around the class during project work time.
finished their Globe Theatre maps, and
continued working on The Shakespeare
Minute presentations.
Students read quietly for ten minutes, shared
their Google Slides presentations with Mrs.
5 4/4 TRI 6 Viets, presented their The Shakespeare Presentations Students selected their research topics.
Minute presentations, and took notes over
classmates presentations.
Students read quietly for ten minutes,
finished presenting their The Shakespeare
6 4/5-6 TRI 6 Minute presentations, reviewed for the Presentations Students presented their chosen research topics.
post-test, and began reading the play Romeo
and Juliet.
Students read quietly for ten minutes,
studies their notes for five minutes, and took
7 4/7 R 1, 2, 4, 5
their post-test over Shakespeare for the
Post-Test Allowed for review time and answered questions.
remaining class time.
Pittsburg State
TheUniversity
students took a post-test on the lastTeacher
day of theWork
RomeoSample 9
and Juliet context unit to assess their knowledge on Shakespeares life,
Summative Assessment: Elizabethan theatre, and Shakespeare Literary Terms.
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)
Describe the assessment to be Explain rationale for choosing
II. D, H, and K
used this assessment
A test with 29 short answer
Pre-Assessment
questions that cover general
(Diagnostic) knowledge of Shakespeare
Formative Assessment
Students turned in Cornell Notes at
- Informal
the end of class
Formative Assessment Five point quiz with four objective
- Formal questions and one essay question
Formative Assessment The Shakespeare Minute
- Formal Presentations
A test with 29 fill-in-the blank
questions over Shakespeares Life,
Summative
the Globe Theater, and
Assessment Shakespeares Literary Terms
Which
objectives Identify how the assessment will be
does this scored and/or the criteria to be
assessment used for evaluation.
address?
This was designed to determine what
information they know about The test will be scored objectively in
1, 2, 4
Shakespeare in a general context order to receive 37 possible points.
rather than a specific context.
By turning in Cornell Notes, the
students showed they were taking in
The students received completion points
the information and writing notes in 3, 5
for turning in appropriate notes.
the appropriate style that the teacher
requests.
In order to see how much the The students received four points for the
students had learned after two days 2, 4, 5 objective answers and one point for the
of note-taking. subjective answer.
Students would add to the discussion
Students received 15 points for quality of
of Shakespeares life and work by
6 information and 10 points for quality of
choosing a topic. The interest level
their presentation of material to the class.
would be higher given a choice.
This test was used to determine if the
The students received 37 points if they
students learned the information I 1, 2, 4, 5
taught them throughout the week.
answered all of the questions correctly.

Narrative for Instructional Design

II. E.
They are sequenced in this way in order to show pieces of Shakespeares life and work to the students in a
Why are the lessons sequenced in this
way that wont overwhelm them. We began with Shakespeare the man, continued with his work, and
manner? finished with the Globe Theatre (the place where his work was shown).
II. F.
What learning strategies were incorporated During the unit, we are able to use certain strategies such as frequent writing and reading. We also utilized
Pittsburg State University Teacher Work Sample 10
into this unit?
How do the instructional strategies/activities
address the learning objectives for this unit?
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
activities were used to accommodate
individual learning needs for the whole class?
What specific adaptations or differentiated
activities were used to accommodate
individual learning needs for the identified
sub-groups / students?
Provide a copy of two complete detailed lesson plans in Appendix B.
Pittsburg State University
Cornell Notes in order to help students better study their notes.
I used a combination of teacher-centered and student-centered approaches. The teacher-centered approach
included brief lectures, also known as mini-lessons. The student-centered approaches included writing,
discussion, and research.
In order to research their topics on The Shakespeare Minute, the students had to think critically in order
to find information that was appropriate for their peers. They had to problem-solve because I did not allow
them to put any words on their slides. This was a challenge they had to work around.
The students were allowed to read their own books in class every day for ten minutes. The strategy was
based on Penny Kittles Book Love, which suggests students need the option to read. This allowed my class
to get back into reading and become stronger readers with our in-class reading activities with the play.
In this unit, I utilized Google Slides to present information to the students. Students used Google Slides to
present the information for their presentations to the class. In addition to these presentations, I also utilized
YouTube for the mini-documentary and for examples of certain literary terms.
In this unit, we discuss not only English vocabulary words and aspects of drama. The entire unit is designed
to provide a historical context for the students. This combined English, drama, and history.
By giving the students opportunities to voice their opinion, I allowed them to show me how well or how
poorly they understood the topic. I could give them individualized feedback that students often seek.
Students could also choose what topic they presented for The Shakespeare Minute.
I specifically rearranged the class into a new seating chart of this unit. This was partly a classroom
management technique, but it was also done in order to separate the boys and girls. I wanted to see them
apart from their friends in a new situation. This helped individualize each students rather than just group
them by gender.
Teacher Work Sample 11
III. Teaching and Learning

A. Narrative: Daily Teaching Reflections (limited to 4 pages)

Day 1: Tuesday, March 28th Today, the students went to the library to find their books for independent reading time. This was my favorite part of the
day because the students were excited about finding a book to read. To see them enjoy reading has been a goal of mine for the entire year. This was a
definite joy for me. The students were challenged, though, when they took the pre-test about Shakespeares life and works. They only knew a few
questions; so I found that I had to encourage them to do the best that they could. I told them that I didnt expect them to know everything. I just
wanted to see how much they knew about the topic. The notes we took following the pre-test were fairly brief, yet I found the lecture to be effective.
This semester, one of my goals was to learn how to become a better lecturer. This was one of the class in which I gave a lecture, but it was a mini-
lesson, which lasted no more than 15 minutes. Students do much better with the quick lectures sprinkled into daily activities.

Day 2: Wednesday, March 29th This day included daily reading, quick-writes, and another lecture. The students had the opportunity to read their
independent novels, which they typically really enjoy. The questions that I provide for in-class writing are simple opinion-based questions that allow
students to have immediate buy-in to the lesson. I then continued to the lecture, which had to do with Shakespeares Literary Terms. The PowerPoint
was fairly thoroughly with all of the definitions listed on the projector. As I reflect on the lesson, I feel that I could have made this more interesting. I
chose to show the students a few examples from Shakespeare plays on YouTube; however, I feel that they needed more of a chance to apply the
terms. Though the class did fairly well on the post-test with this part, they must have had to study each of the terms. I dont mind them studying, but
I must be able to make this clear during class as their teacher. In the future, I plan to either have them use it in a sentence, find an example, or play
some sort of game with the Literary Terms. I also introduced The Shakespeare Minute presentations. The students seemed to respond to having
been offered a choice of topics.

Day 3: Friday, March 31st Due to block scheduling, I did not see this class again until Friday. Todays lesson was especially enjoyable for me
because my second content area is theatre. During class, we read our independent novels, wrote for a brief amount of time, and watched a mini-
documentary about the Globe Theatre. The mini-documentary lasted 20 minutes and covered a wide variety of topics related to the Globe Theatre.
To complement this video, I created a ten questions video guide that students would fill out as they watched the video. This kept them interested and
focused on what was being said. Once we finished watching the video, I had the students color a map of the Globe Theatre so that they would be
familiar with the different sections of the theatre. Students responded well for the most part. I quickly realized, though, that this was a topic in which
I was incredibly interested. For the students to be able to learn exactly what I wanted them to take away, I would have done better to review with
them what I wanted them to know. By summarizing the films key points and touching on the most important points, I would have helped the
students know what I was expecting them to learn. This was somewhat touched on throughout the film, where I stopped to make a few points.
However, I can always improve for the next time I use this resource.

Day 4: Monday, April 3rd Mondays are typically shorter on time, but we were able to finish a variety of tasks including reading, a pop quiz, a few
more facts about the Globe Theatre, and The Shakespeare Minute presentation work time. This was a good day to catch up on everything before
beginning presentations. My goal with the pop quiz was to see what they remembered naturally before studying. If they did well that would tell me

Pittsburg State University Teacher Work Sample 12

that had strong retention of the material. This class actually surprised me by doing so well on the quiz. Most of the students received four out of five
or five out of five. Following the quiz, I decided to go over the answers so that students would know what the answers were to the quiz. In the past, I
had given a reading quiz and did not go over the answers. That is why today I chose to go over the answers. The students responded well. Though
they did not like receiving a pop quiz, they realized that they should be looking over their notes more frequently than just before a planned test. The
work time that I gave the students during class for their presentations was effective. Students were able to ask questions; I was able to clarify the
assignment when needed; and students were able to share their Google Slides with me via email in order to prepare for presenting the material.

Day 5: Tuesday, April 4th Students began presenting today for their The Shakespeare Minute presentations. They seemed to be well-prepared with
their facts and their slides. What I realized quickly, though, was that the presentations took far less than a minute to present. The reason that the
presentations were shorter than expected was because I told the students to have three facts to present. When they only have three facts to share with
the class, students needed about half-a-minute to share these facts. Despite this fault in the assignment, I found the information to be highly effective.
The students did their research on each of their selected topics and only used pictures on their slides as asked. After watching my teacher lead
presentations before, I felt confident moderating this type of class period. I asked the students questions, if I felt there needed to be more of a
clarification of information. Additionally, I gave students feedback on their presentations and reiterated certain points to students where it was
necessary. This project was an original idea that went really well for the most part. I learned a great deal about presentations in an English setting
and found the results of the project to be effective.

Day 6: Wednesday, April 5th Today was a helpful day because we used the longer block to finish all of the Shakespeare presentations. Student again
did well. All of the students had some sort of material to present. Overall, it was strong work by this class. Once we finished the presentations, I gave
them general feedback so that they would know how I thought they did. This is so important for the students to know so that they may know how
their projects compared to my expectations. Because I pointed out the specific areas that were successful, the students could repeat that level of
quality in the future. Following this discussion, I had the students begin reading the play. By starting just the beginning of the play, I felt that the
students could get a taste of the story without having to read such a large chunk of the play. Lastly, I reviewed the Shakespeare materials with the
students in order to prepare them for the post-test the following day. Students were allowed to take notes. I chose to review this information quickly
since they had already seen the questions in the pre-test. The review was designed to be refresher rather than an extensive review. I was pleased with
how it all went. The day went overall smoothly, which made it enjoyable.

Day 7: Friday, April 7th In order to keep the habit continuing, I had the students read their independent novels for ten minutes at the start of the class.
Since there was to be a post-test today during class, I then allowed the students a few minutes to study their notes. A few students asked specific
questions about facts they needed to know. I answered questions briefly so as not to give too much away. Then, students took the test. This took the
whole time for students to complete. I felt that the study time was an effective choice. Students needed to have a chance to regroup before beginning
the test. This resulted in them putting their best feet forward for the test. If I would have done that again, I would choose to skip the reading at the
beginning to allow time for the students to finish the test. A few students were rushed to finish their tests. This change in time management would
allow student to be less stressed and do their best on the exam.

B. Classroom Management Plan (rules, procedures, preventative strategies, supportive strategies) (limited to 1 page)
1. Be respectful to others.
Pittsburg State University Teacher Work Sample 13
 2. No talking while the teacher is talking.
3. All devices and earphones are put away unless we use them in class.

Other than these three rules, most of the classroom management that I utilize in this particular classroom is in the form of preventative strategies. The
students must work from bell-to-bell so that they are much more likely to stay engaged throughout the entirety of the class. This means that the hour
will normally have a variety of smaller tasks that relate in some way to the topic at hand.

The key procedure that begins every class period is to read an independent choice novel silently for ten minutes. I will check their page numbers to
mark where they stand against their personal goal. This procedure happens daily, which allows them to know what to expect. However, it also gives
them a chance to read from a text that they like. This supportive strategy engages them at the start of class, which makes transitioning to the lesson
much more fluid.

Also, students know that when they journal, they are to write silently for five minutes, not stopping to evaluate their writing, but letting the words
flow. I will cue them to stop writing by saying, Finish up your thoughts. Typically, we always utilize that journal entry in a pair or group discussion
or some form of tally on the board to apply it to the class topic.

Additionally, I make sure to share a clear goal and my expectations for this particular class session with the students. If they do not satisfy these
expectations, I will reiterate those to the students until their either meet those statements or are disciplined appropriately.

C. Student Interaction and Engagement (Strategies for promoting student to student interaction and student motivation) (limited to 1 page)
This class is a naturally engaged class and comparatively my most engaged class. They are introspective and intelligent, which means that I must
provide enough substance for their minds to process every day. The first item of business that we complete everyday has encouraged the students to
read more. They are allowed to select a book to read in class everyday for ten minutes at the start of class. They set their own reading goal and are,
ultimately, challenging themselves with more challenging books. Because they appreciate and seek challenge, this is a core strategy that I use daily.

Next, I give them challenging questions to ponder during their free-write time. Though they will use light-hearted questions to craft stronger
language, they have much stronger motivation to respond to argumentative questions that allows them to take a position on a topic. This writing
strategy, then allows them to dig in to the topic much more aggressively and use their writing skills at a higher level.

Lastly, I always seek ways to appeal to all of the Gardners Multiple Intelligences. Because students learn in different ways, they need a variety of
teaching methods to understand the material in a way that is personalized to them. In this unit specifically, I was able to make teaching choices
specifically geared toward those with the intelligences of verbal/linguistic, visual/spatial, bodily/kinesthetic, musical, logical/mathematical,
interpersonal, and intrapersonal.

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D. Student Communication (detailed description of appropriate strategies to encourage student to student communication) (limited to 1 page)
During this unit, I developed The Shakespeare Minute presentations, which allowed students to share with other students about a topic that they
selected and researched regarding Shakespeares Life, his work, and the Globe Theatre. After learning about the assignment and all of the possible
topics available, students were told to choose three of their top favorite topics. The rule for this part of the project was that no two students could
present on the same topic. To write down all of the topics, I typed while the students went around the room telling me which topic they wanted.
Because of the no-repeat topic rule, students were forced to listen to one another and change their topics based on what their peers had left them.
Additionally, this project gave the class a variety of surface-level information about Shakespeare that kept the presentations short, but interesting.
Students were encouraged to listen and take notes about the information that their peers presented them, though they naturally do an excellent job of
respecting one another during presentations.

Narrative: Analysis of Assessment

E. Pre-Assessment
The pre-test was a good indicator of the true knowledge that students had prior to the unit. I had assumed a few would
know more about Shakespeare than they did because my teacher mentioned that it was a possibility. The students
Overall analysis of results.
knew just a few of the more well-known facts about Shakespeare and demonstrated a need for more teaching.

Because the learning objectives were integrated into the information assessed in the pre-test, they were able to guide
Discuss the results in reference to me in my lesson planning following the test. There were a few specific areas that needed more attention. The students
the learning objectives. did not know anything whatsoever or were slightly off on some points.

Describe how pre-assessment data
was used to proceed with instruction
for all students.
What is the plan to differentiate for
all learners?
Due to my analysis of the data collected, I was able to adjust where I placed my emphasis in these lessons. Certain
information that I thought would be common sense was not truly common knowledge for my students. I took a step
back and reassessed my own personal knowledge, in an attempt to recognize the students needs for learning.
With each lesson, I sought to include multiple intelligences as described by Gardner. Nearly every lesson taught in an
English classroom covers the verbal/linguistic intelligence. However, in order to teach students with different
intelligences, I used various activities that include physical movement, logic, and art. These options often were
developed upon the quick writes that we completed in class to extend those activities.

F. Formative Assessment
Among the pop quiz, journal entry, and The Shakespeare Minute presentations were key lessons that I learned as a
teacher preparing assessment for the students. Overall, the results were strong, despite my construction of the
Overall analysis of results.
assignments. The students did well and worked to understand the purpose of each assignment.

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Discuss the results in reference to
the learning objectives.
Are students learning what was
intended they learn?
Discuss any adaptations based on the
results of formative assessments.
Identify differentiation needed to
help all students meet the goals and
objectives of this unit.
Together, these helped the students learn more about Shakespeares life and works. They learned what I set out to
teach them. The journal helped them think further on the Globe Theatre and review what it looked like after a
weekend away from class. The pop quiz allowed them to see what they remembered from the previous lectures.
Lastly, the presentations allowed them a chance to research Shakespeare individually. These made for lessons that did
what they were intended to do.
As I went over the quiz, I was able to reiterate the questions that students frequently missed. If something needed to
be retaught, I would go back over that information. The Shakespeare Minute helped me realize that I personally can
continue improving how I describe assignments to students. Some students missed a couple facts that I was hoping
would be covered by the presentations. I made sure to emphasize those facts after each presentation, if they were
missed.
In order for students to meet the goals of this unit, I must be able to give them ample time to understand the
assignments and assessments. They also must feel free to ask questions of me. By allowing my students the
opportunity to work through these concerns, I help the instruction be differentiated to each student.

G. Summative Assessment
The data revealed that all of the students learned. All of the students were able to answer over four-fifths of the
What did the disaggregated data of questions on the test; whereas all of the students previously could only answer (at most) five questions. This would be
the assessment reveal? less than one twenty-fifth of the test answered.

The results were overall successful. Though they showed a strong result in the Literary Terms, they did not show that
Discuss the results in reference to truth that I am sure happened. I think the students learned the vocabulary from memory for the most part. If I could do
the learning objectives. this again, I would have them apply the terms because that was one of my learning objectives.

The students learned the majority of the information that I set out for them to learn. Though some students missed
Did all students learn what was certain questions, they were able to get most of them. Since this was my first time to develop this sort of assessment, I
intended they learn? Explain. was not expecting it to be perfect. I was pleasantly surprised to see they had learned so much information.

Provide a copy of pre-assessment document and the corresponding scoring key/rubric in Appendix C.

Provide a copy of one formal formative assessment document and the corresponding scoring key/rubric in Appendix C.

Provide a copy of one informal formative assessment document and the corresponding scoring key/rubric in Appendix C.

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 Provide a copy of the summative assessment document and the corresponding scoring key/rubric in Appendix C.

H. Visual Representation of Disaggregated Data

Chart/Table/Graphs of disaggregated data for the Pre-assessment should be included in Appendix C.
Due to the varied nature of data collected by the teacher candidates, each candidate is asked to create a chart/table/graph that includes data for the
Whole Class, Subgroup, and Focus Students. Title the table/chart/graph and use labels to accurately portray the data.

Chart/Table/Graph of disaggregated data for the Summative Assessment should be included in Appendix C.
Due to the varied nature of data collected by the teacher candidates, each candidate is asked to create a chart/table/graph that includes data for
the Whole Class, Subgroup, and Focus Students. Title the table/chart/graph and use labels to accurately portray the data.

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IV. Self-Evaluation and Reflection

A. Narrative description of Successful Activities and future implications

Based on the analysis of all the assessment

results, identify TWO learning objectives
from the unit students were most successful.
The first successful learning objective was
Objective 5: The students will be able to apply
nine Literary Terms utilized in the play Romeo
and Juliet, including tragedy, prologue,
monologue, soliloquy, foil, aside, pun, blank
verse, and couplet.
The second successful learning objective was
Objective 4: The students will be able to
correctly analyze the Globe Theatre structure as
it applies to the presentation of the play Romeo
and Juliet.
Give more than one reason for each of the successes identified.
This learning objective was successful because I went through each of the definitions slowly. If students
needed to have a slide repeated, I would go back to a slide so that students could write down the exact
definition. By doing this, I allowed the students to be more prepared to study. Second, I chose to use a
Google Slides presentation. In this presentation, I listed the full definition of each word on the slide. This
would allow the students to see the words visually and hear them aurally.
This learning objective was successful because I spent more time with the activity and lecture than I did for
most other lessons. The students participated in a variety of activities to ensure that they understood the key
parts of the Globe Theatre that I wanted them to know. I also was more enthusiastic about this particular
objective because it relates to theatre, which is my second major. Because I was more energetic in
discussing the topic, the students were able to learn easier.

Discuss at least TWO things to do differently in the future to extend these successes to continue students academic growth.
If and when I use these activities in the future, I will do more with the Literary Terms. The students could have done even better with more application of the terms.
If they had a chance to use these terms in a sentence or find examples in the play, they would be much more likely to truly learn the words rather than simply
memorize them. For the Globe Theatre activity, I would not do more activities but would rather like to specify on which information they need to know. By
reviewing and reiterating key points that relate to Shakespeare and to the play Romeo and Juliet.

B. Narrative description of Least Successful Activities and future implications

Based on the analysis of all the assessment
Give more than one reason for each of the least successful objectives identified.
results, identify TWO learning objectives
from the unit students were least successful.

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The first least successful learning objective was
Objective 1: The students will be able to answer
10 objective questions about Shakespeares life
and works.
For this lecture, I chose to utilize Google Slides again. However, I did not put all of the information on the
slide. The students seemed to think that if the information was not on the slide or on the board that it does
not need to be written down. They ended up either frantically asking questions or not writing anything
down because they thought it wasnt important. Additionally, the lecture was fairly short. The students
could have learned a bit more if I would have spent more time on the lecture.

The second least successful learning objective
was Objective 6: The students will be able to
present about a topic related to Shakespeares
life and work.
The problem that I ran into with the presentation was that I made the information researched far too easy for
students to complete. They only had to find three facts about the topic, yet I asked them to present for sixty
seconds. I assumed this discussion would take the entire time. For most students, it took less than thirty
seconds. Secondly, I also utilized a format that was unfamiliar to some students. This added some confusion
to the assignment.

Discuss at least TWO things to do differently in the future to improve students performance.
In the future, I plan to be clearer with my communication in the use of Google Slides. The use of technology can provide a false sense of comfort for both teacher
and student. If I utilize Google Slides in the future, I plan to be much more rigid in my usage of the application. I will take my time in analyzing my own
presentations and will demonstrate appropriate usage for my students. If they see me using the technology effectively, they will be more likely to understand how it
works better. I also need to reflect on the assignments that I give before I make it set-in-stone. This will help me check for any possible miscommunications.

TABLE 4.1 Communication Log

Follow Up
Method of Result or Impact on (if
Date Person Contacted Contact Reason for Contact Instruction necessary)
Student shared a I offered constructive criticism for
A student in need of The email itself
Google Document with further plot development and
feedback on a project Discussion of a class project. He needed was the follow-
3/15 me, and I emailed back adaptation to the appropriate
before turning it in for more input on his specific choices. up needed in
a response with my audience. Student had the teacher
a grade this situation.
comments. confirmation he needed.
Students who were Students were absent from class and would
I shared my Google The students were able to study for
absent from class when have to know the exact terminology for the
3/30 Slides presentation with the test with the appropriate None required
other students took test that was presented during the missed
the students via email. materials.
notes. class.
3/31 Students who were I shared the link to a The students requested the materials in The students were able to view the Students
dismissed early from mini-documentary on order to stay up-to-speed in the course. documentary and receive full points submitted
class due to a sports YouTube that we for their film viewing guide. They missing
competition. viewed in class as well could also be prepared for the pop materials

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 Follow Up
Method of Result or Impact on (if
Date Person Contacted Contact Reason for Contact Instruction necessary)
as the film viewing
guide that the students quiz the following class period.
received.
A student who had not I emailed the student to The student sought a time to meet outside The student finished her test during The student
4/1 yet made up a test that make her aware of the of class to take the test. Instead, I offered a class and had enough time to fully turned in the
she missed situation. chance to finish the test during class time. complete each question. test.
Add rows as needed

C. Narrative Reflection on Impact of Communications (limited to 1 page)

The students at Joplin High School are overall capable of contacting their teachers when they have questions about an assignment or have missed class. Because
the class sizes are larger, many students opt to email the teacher. Since there may be more students in line with questions after class, email is the best option.
Additionally, after class, they must quickly travel to their next class because the school is so large. The communication that I had with students via email was
overall effective. The messages were typically more effective when it was the student taking the initiative to contact me first. They would be more likely to
respond when I answered questions or made comments on their work. Overall, this showed me that it is important to keep the lines of communication open with
students because they may quickly fall behind if they do not feel they may ask questions and stay caught up with the rest of the class.

D. Narrative Reflection on Future Professional Development (limited to 1page)

Identify at least TWO aspects of instruction that could be improved.
Explain reasoning.
Aspect 1: One area that could be improved is sharing the outline of class
activities with students. Many of the students prefer to be informed of the
schedule for the class each day, which is a simple addition to my opening
routine. Students thrive on routine and would most likely appreciate the habit
being added to the classroom.
What specific professional development opportunities/activities will
help to acquire that knowledge or skill?
The primary activity that would help my students understand the daily schedule
for class would be to write the outline of activities or tasks on the board each
day. In my past experience, teachers who utilized this method helped me as a
student feel acclimated to the class and prepared for what was coming.

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Aspect 2: A second area of my instruction that could be improved is planning
units with respect to the school calendar. Many times there will be changes to
the schedule due to activities or days off from school. This is a high priority
when considering a unit. Students who have a teacher that is cognizant of these
schedule changes will be more motivated to complete assignments.
The main way to approach the development of this skill would be to have all of
the available calendars printed and ready when sitting down to plan upcoming
units. Then as the units approach, I would need to be flexible in planning due
dates and workdays to match the needs of the students. This will help me be
more aware of the reality of time management for students and their workload.

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 REFERENCES

"District Report Card." Missouri Comprehensive Data System. Missouri Department of Elementary and
Secondary Education, 1 May 2017. Web. 1 May 2017.

"School Report Card." Missouri Comprehensive Data System. Missouri Department of Elementary and
Secondary Education, 1 May 2017. Web. 1 May 2017.

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APPENDIX A

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APPENDIX B

Lindsey Viets
Class: English 1: 4th Hour and Pre-AP English: 5th and 7th Hours
Date: Wednesday, March 29th and Thursday, March 30th
Schedule: 11-52-2:00 (12:33 lunch) and 2:05-3:40
Lesson Title: Shakespeares Literary Terms
__________________________________________________________________________________________

Writing Standards
Production and Distribution of Writing
Standard 4. Produce clear and coherent writing in which the development, organization, and style
are appropriate to task, purpose, and audience.
-Students will respond to a question in class by writing a journal response appropriate
for the purpose and audience.

Range of Writing
Standard 10. Write routinely over extended time frames (time for research, reflection, and
revision) and shorter time frames (a single sitting or a day or two) for a range of tasks, purposes,
and audiences.
-Students will reflect on their personal preferences for entertainment.

Research to Build and Present Knowledge

Standard 7. Conduct short as well as more sustained research projects to answer a question
(including a self-generated question) or solve a problem; narrow or broaden the inquiry when
appropriate; synthesize multiple sources on the subject, demonstrating understanding of the
subject under investigation.
-Students will conduct research on an individually selected topic regarding
Shakespeares Life, the Globe Theatre, or Shakespeares Work. They will present it to the
class next week.

Opening Notes
Todays Goal: To learn about Shakespeares Literary Terms.
Expectations:
1) Tell Mrs. Viets your current page number during silent reading time.
2) Take Cornell Notes during the presentation on Literary Terms.
3) Have cell phones and laptops put away.
Activities
Students will:
1) Read silently for ten minutes from their independent choice novels.
2) Journal for five minutes, answering the following question:
If you had to pick one type of play of Shakespeares to study for a whole year,
which type would you choose: tragedies, comedies, or histories? Explain why.
3) Tally their choices of play types on the board.
4) Take Cornell Notes on Shakespeares Literary Terms.
5) Learn about and select topics for The Shakespeare Minute
Presentations.

Gardners Intelligences: verbal/linguistic, intrapersonal, visual/spatial, bodily/kinesthetic,

mathematical

Assessment Instrument: Record of pages read and tally marks

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Resources: Google Slides Presentation on Shakespeares Literary Terms, projector, laptops, paper,
writing utensils, and whiteboard

Vocabulary: tragedy, prologue, monologue, soliloquy, foil, aside, pun, blank verse, and couplet

Writing Assignment: In-Class Writing

Lindsey Viets
Class: English 1: 4th Hour and Pre-AP English: 5th and 7th Hours
Date: Friday, March 31st
Schedule: 11:20-12:50 (Lunch at 12:01), 12:55-1:47, and 2:49-3:50
Lesson Title: Shakespeares Globe Theatre
__________________________________________________________________________________________

Writing Standards
Production and Distribution of Writing
Standard 4. Produce clear and coherent writing in which the development, organization, and style
are appropriate to task, purpose, and audience.
-Students will clearly describe a setting with sensory details in a manner that would
inform an audience unfamiliar with this location about its description.

Range of Writing
Standard 10. Write routinely over extended time frames (time for research, reflection, and
revision) and shorter time frames (a single sitting or a day or two) for a range of tasks, purposes,
and audiences.
-Students will reflect on their personal experiences at an
auditorium/theater.

Opening Notes
Todays Goal: To introduce you to the Globe Theatre.
Expectations:
1) Receive new seating chart.
2) Tell Mrs. Viets your current page number during silent reading time.
3) Have cell phones and laptops put away.
Activities
Students will:
1) Read silently for ten minutes from their independent choice novels.
2) Journal for five minutes, answering the following question:
Think about the auditoriums or theaters where you have been (movies, plays,
award ceremonies.) Imagine what that room looked like. How would you describe
it to someone who had never been there before? (Use sensory details to help with
description.)
3) Share about their chosen theaters with the class.
4) View and answer questions about the Shakespeares Globe
Mini-Documentary.
5) Color the Globe Theatre diagram with colored pencils.
6) Work on The Shakespeare Minute Presentation, if time allows.

Gardners Intelligences: verbal/linguistic, intrapersonal, visual/spatial, bodily/kinesthetic, musical

Assessment Instrument: Record of pages read and Mini-Documentary Viewing Guide

Resources: Shakespeares Globe Mini-Documentary (YouTube.com video), projector, paper, writing

utensils, colored pencils, and Globe Theatre diagrams

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Vocabulary: groundlings, heavens, and hell

Writing Assignment: In-Class Writing

Pittsburg State University Teacher Work Sample 26

APPENDIX C

Romeo and Juliet Context: Pre-Test

Mrs. Viets/Mrs. Unser
Shakespeare

1. In which century was Shakespeare born?

2. In which country was Shakespeare born?

3. Who was Shakespeares wife?

4. How many children did Shakespeare have?

5. Shakespeare wrote three types of plays: _____________, _______________, and ______________.

6. How many plays did Shakespeare write?

7. What is blank verse?

8. What was Shakespeares last play?

9. During which year did Shakespeare die?

10. In which church is Shakespeare buried?

The Theatre

11. What is the Globe Theatre?

12. What time were plays performed in Shakespeares time?

13. What did the flags over the theatre mean?

14. Who was NOT allowed to perform on Elizabethan stages?

15. What is the painted roof area above the stage?

16. What special feature did the Elizabethan stages have on the floor?

17. What type of people stood during Shakespearean plays?

18. How many acts does each Shakespearean play have?

19. What is a monologue?

20. What is the name of Shakespeares acting company?

Literary Terms

21. A play, novel, or other narrative that depicts serious and important events in which the

main character comes to an unhappy end is a ____________.

22. A short introduction at the beginning of a play that gives a brief overview of the plot

____________.

23. A speech by one character in a play is a _____________.

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 24. An unusually long speech in which a character who is on stage alone expresses his

or her thoughts aloud is a ______________.

25. A ___________ is a character who is used as a contrast to another character; writer

sets off/intensifies the qualities of 2 characters this way.

26. Words that are spoken by a character in a play to the audience or to another

character but that are not supposed to be overheard by the others onstage are

_________.

27. A ______ is a play on the multiple meanings of a word, or on two words that sounds

alike but have different meanings.

28. ______ ________ is poetry written in unrhymed iambic pentameter.

29. Two consecutive lines of poetry that rhyme is a _________.

Romeo and Juliet Context: Pre-Test KEY

Mrs. Viets/Mrs. Unser
Shakespeare

1. In which century was Shakespeare born? 16th century

2. In which country was Shakespeare born? England

3. Who was Shakespeares wife? Anne Hathaway

4. How many children did Shakespeare have? 3

5. Shakespeare wrote three types of plays: _comedies___, _tragedies___, and _histories__.

6. How many plays did Shakespeare write? 37

7. What is blank verse? Unrhymed iambic pentameter

8. What was Shakespeares last play? Henry VIII

9. During which year did Shakespeare die? 1616

10. In which church is Shakespeare buried? Holy Trinity Church

The Theatre

11. What is the Globe Theatre? Where Shakespeares plays were performed

12. What time were plays performed in Shakespeares time? 1:00 p.m.

13. What did the flags over the theatre mean? A show was being performed

14. Who was NOT allowed to perform on Elizabethan stages? women

15. What is the painted roof area above the stage? The heavens

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 16. What special feature did the Elizabethan stages have on the floor? Trap-door

17. What type of people stood during Shakespearean plays? groundlings

18. How many acts does each Shakespearean play have? 5 acts

19. What is a monologue? A long speech by one character

20. What is the name of Shakespeares acting company? Lord Chamberlains Men

Literary Terms

21. A play, novel, or other narrative that depicts serious and important events in which the

main character comes to an unhappy end is a _tragedy___.

22. A short introduction at the beginning of a play that gives a brief overview of the plot

_prologue___.

23. A speech by one character in a play is a _monologue_____.

24. An unusually long speech in which a character who is on stage alone expresses his

or her thoughts aloud is a _soliloquy____.

25. A __foil___ is a character who is used as a contrast to another character; writer

sets off/intensifies the qualities of 2 characters this way.

26. Words that are spoken by a character in a play to the audience or to another

character but that are not supposed to be overheard by the others onstage are

_aside___.

27. A _pun___ is a play on the multiple meanings of a word, or on two words that sounds

alike but have different meanings.

28. Blank__verse__ is poetry written in unrhymed iambic pentameter.

29. Two consecutive lines of poetry that rhyme is a _couplet___.

Romeo and Juliet Context: Formal Formative Assessment

Pop-Quiz

1. In which country was Shakespeare born?

2. How many plays did Shakespeare write?
3. An unusually long speech in which a character who is on stage alone expresses his or her thoughts
aloud is a what?
4. A short introduction at the beginning of a play that gives a brief overview of the plot is a what?
5. Describe the Globe Theatre based on the documentary we watched on Friday. How does it look on
the outside and on the inside? (Describe things such as colors, building materials, seating, etc.)

Pittsburg State University Teacher Work Sample 29

Romeo and Juliet Context: Formal Formative Assessment
Pop-Quiz KEY

1. In which country was Shakespeare born?

a. England
2. How many plays did Shakespeare write?
a. 37
3. An unusually long speech in which a character who is on stage alone expresses his or her thoughts
aloud is a what?
a. soliloquy
4. A short introduction at the beginning of a play that gives a brief overview of the plot is a what?
a. monologue
5. Describe the Globe Theatre based on the documentary we watched on Friday. How does it look on
the outside and on the inside? (Describe things such as colors, building materials, seating, etc.)
a. Wooden, crme/white, brown, thrust stage, music, audience standing, etc.

Romeo and Juliet Context: Informal Formative Assessment

Journal Entry

Journal for five minutes, answering the following question:

If you had to pick one type of play of Shakespeares to study for a whole year, which type would
you choose: tragedies, comedies, or histories? Explain why.

Tally your answers on the board under tragedies, comedies, or histories.

Romeo and Juliet Context: Informal Formative Assessment

Journal Entry KEY

Journal for five minutes, answering the following question:

If you had to pick one type of play of Shakespeares to study for a whole year, which type would
you choose: tragedies, comedies, or histories? Explain why.
Answers will vary.

Tally your answers on the board under tragedies, comedies, or histories.

Numbers will vary.

Romeo and Juliet Context: Post-Test (Summative Assessment)

Romeo and Juliet
Final Test
Mrs. Viets

Fill in the Blanks

Shakespeare

1. Shakespeare was born on __________, _____ in 15 _____.

(month) (day) (year)

2. He was born in the town of _____________, England.

Pittsburg State University Teacher Work Sample 30
 3. Shakespeare married _____ ____________.
4. They had three children named _________, ___________, and ___________.
5. Shakespeare wrote three types of plays: ______________, _____________, and __________.
6. Shakespeare wrote ____________ plays.
(how many?)

7. Shakespeares plays were written in unrhymed iambic pentameter which is called ________ _________.
8. Shakespeares last play was _________________.
9. Shakespeare died ___________, ________, 16 ______.
(month) (day) (year)

10. Shakespeare is buried in ____________ ______________ Church.

The Theatre

11. The Globe Theatre was sometimes called the _____________ because of its shape.
12. Plays were performed at ______ oclock.
13. If a play was going to be presented that day, a ___________ appeared over the theatre.
14. No ____________ were allowed to perform on Elizabethan stages.
15. The painted roof area above the stage was called the ___________.
16. The trap doors which led to an area under the stage was called _______.
17. People who stood in the open area around the stage were called ________________.

18. All of Shakespeares plays have ___________ Acts.

(how many?)

19. A speech given by an actor alone on stage is called a _________________.

20. Shakespeares acting company was called the Lord Chamberlains _________.

Literary Terms

21. A play, novel, or other narrative that depicts serious and important events in which the

main character comes to an unhappy end is a ____________.

22. A short introduction at the beginning of a play that gives a brief overview of the plot

____________.

23. A speech by one character in a play is a _____________.

24. An unusually long speech in which a character who is on stage alone expresses his

or her thoughts aloud is a ______________.

25. A ___________ is a character who is used as a contrast to another character; writer

sets off/intensifies the qualities of 2 characters this way.

26. Words that are spoken by a character in a play to the audience or to another character but that are
Pittsburg State University Teacher Work Sample 31
 not supposed to be overheard by the others onstage are _________.

27. A ______ is a play on the multiple meanings of a word, or on two words that sounds

alike but have different meanings.

28. ______ ________ is poetry written in unrhymed iambic pentameter.

29. Two consecutive lines of poetry that rhyme is a _________.

Romeo and Juliet Context: Post-Test (Summative Assessment) KEY

Romeo and Juliet

Final Test
Mrs. Viets

Fill in the Blanks

Shakespeare

1. Shakespeare was born on __April___, __23_ in 15 _64__.

(month) (day) (year)

2. He was born in the town of Stratford-upon-Avon, England.

3. Shakespeare married _Anne_ _Hathaway_.
4. They had three children named _Hamnet_, _Judith__, and _Susanna_.
5. Shakespeare wrote three types of plays: _comedies__, __tragedies__, and _histories_.
6. Shakespeare wrote ____37____ plays.
(how many?)

7. Shakespeares plays were written in unrhymed iambic pentameter which is called _blank_ _verse__.
8. Shakespeares last play was _Henry VII____.
9. Shakespeare died _April___, ___23_____, 16 _16__.
(month) (day) (year)

10. Shakespeare is buried in _Holy_ __Trinity___ Church.

The Theatre

11. The Globe Theatre was sometimes called the _Wooden O __ because of its shape.
12. Plays were performed at _one__ oclock.
13. If a play was going to be presented that day, a __flag____ appeared over the theatre.
14. No __women__ were allowed to perform on Elizabethan stages.
15. The painted roof area above the stage was called the __heavens____.
16. The trap doors which led to an area under the stage was called _hell__.
17. People who stood in the open area around the stage were called _groundlings___.

18. All of Shakespeares plays have __5____ Acts.

(how many?)

19. A speech given by an actor alone on stage is called a __soliloquy_____.

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 20. Shakespeares acting company was called the Lord Chamberlains _Men___.

Literary Terms

21. A play, novel, or other narrative that depicts serious and important events in which the

main character comes to an unhappy end is a _tragedy__.

22. A short introduction at the beginning of a play that gives a brief overview of the plot

__prologue___.

23. A speech by one character in a play is a __monologue____.

24. An unusually long speech in which a character who is on stage alone expresses his

or her thoughts aloud is a __soliloquy____.

25. A __foil___ is a character who is used as a contrast to another character; writer

sets off/intensifies the qualities of 2 characters this way.

26. Words that are spoken by a character in a play to the audience or to another character but that are

not supposed to be overheard by the others onstage are _aside___.

27. A _pun__ is a play on the multiple meanings of a word, or on two words that sounds

alike but have different meanings.

28. _Blank_ __verse_ is poetry written in unrhymed iambic pentameter.

29. Two consecutive lines of poetry that rhyme is a _rhymed couplet____.

Visual Representation of Data: Pre-Test Results (Whole Class, Sub-Group, and Focus
Student)

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Pittsburg State University Teacher Work Sample 34
Visual Representation of Data: Post-Test Results (Whole Class, Sub-Group, and Focus
Student)

Pittsburg State University Teacher Work Sample 35

Pittsburg State University Teacher Work Sample 36