PSU

TEACHER WORK SAMPLE

Your First and Last Name:

Jake Thompson

Date Submitted: April 30th,

2018

District where you completed

the TWS: USD 246, Arma.

Name of School Building

where you completed the
TWS: Northeast Elementary

Content Area of your TWS:

Physical Education

TWS Unit Topic: Flying

Disc/Frisbee

Grade Level of the Classroom

/ Students in Which the TWS
Unit Was Completed:
3rd Grade

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)
Community
The community of Arma is very rural. You get a real small-town feel when you are there. With only one restaurant, one gas station, and one market (Dollar
General) in the “main” part of town, there isn’t a whole lot going on there during the day. They do have their own police and fire station within the town, as well as
several parks and a public swimming pool. The closest school districts to Arma include Frontenac and Pittsburg districts (all of which within 10 miles). The
population of Arma is around 1,500 and most of the townspeople drive to Pittsburg or Fort Scott for work each day. The median household income is $33,500.
Arma is sadly very much below the poverty line, at least for most families, and it is very apparent within the walls of their schools.

District
The school district consists of only one elementary/junior high school, and a high school. The total student population of the district is only 496. When compared
to other districts in the area, Arma USD 246 us much smaller and much more rural.

School
Northeast Elementary/Junior High School has an enrollment of around 329 compared to the High School’s 167. The elementary school is fairly small, with only
one gym for both elementary and junior high PE classes and one lunch room. It is in decent condition but it is obvious that funds are low, and the building in
general, although in decent shape, seems to be quite old.

Table 1.1 Class Contextual Information (limited to 1 page)

Grade level ___3____ Content area (e.g., mathematics) _Physical Education___ Topic (e.g., geometry)_Frisbee____
Age range of students _______8-9________ Number of male students ___________
Total number of students _____11_______ Number of female students __________
Percentage of students receiving free lunch __42%________ Percentage of students receiving reduced lunch___58%___________
[if free/reduced lunch information not available for class, provide school percentages]
Area in which students live (check all that apply) Urban _____ Suburban ______ Rural ___X___

Pittsburg State University Teacher Work Sample 2

Ethnicity of students (give numbers)
Language proficiency of students (give
numbers)
__1____ African American or Black ______ Hispanic or Latino
______ Native American/Alaskan Native ___10___ White
______ Asian or Pacific Islander ______ Other (specify) __________
___11___ Fluent English Proficient ______ English Language Learners

Identified special needs categories
represented (give numbers)
___2____ Specific Learning Disability
_______ Hard of Hearing
_______ Deaf
_______ Deaf-Blind
_______ Other Health Impaired
_______ Multiple Disabilities
_______ Brain Injury
_______ Established Medical Disability (0-5 yrs)
_______ At risk for developmental disabilities
___1____ Speech/Language Impaired
_______ Visually Impaired
_______ Orthopedically Impaired
_______ Emotionally Disturbed
_______ Autism
_______ Mental Retardation
_______Gifted
_______ Developmentally Delayed
_______ Other (Specify)_______________

Subgroup Selected (describe the group) : The group I selected was a group of students that always come in and are energetic and excited
for PE, but also very good listeners. Most of them don’t have a lot of knowledge throwing a frisbee, so I think it would be fun helping them
learn some things about it. My focus student for this class will be a boy who comes in a few minutes late every day because of a speech
class he goes to prior to PE. He has some minor behavior issues that I wish to change, but he is a good kid with a positive attitude a lot of
the time.

Rationale for Selection: I chose the first subgroup because of their ability to listen and because they truly want to learn. And the fact that
they don’t have a whole lot of Frisbee experience is an added bonus. Teaching this group closely, I think I can help influence them in the
very much. I chose my focus student because he’s a very good young man who just needs a little bit of molding. He’s fun, he’s energetic,
but he does have some behaviors that I want to focus on and eliminate within the unit.

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

Pittsburg State University Teacher Work Sample 3

Table 1.2 Student Characteristics for Whole Class (limited to 1 page)
Student Characteristics Specific Descriptions
Intellectual Characteristics This class is typically one of my favorite to teach. They always come in very respectfully and sit down on the
- Including readiness, bleachers until instruction is over. They go through their warm-up very quickly and neatly with no problems. They
cognitive abilities, learning are loud once the activity begins but every class is that way in PE. I have been very surprised by some of the talent
needs, developmental levels, levels of some of these kids for only being in 3rd grade and I enjoy seeing the others develop and want to learn and
etc. get better.

Previously demonstrated
academic performance/
ability:
% Above standard _23%__
% Meets standard _48%__
% Below standard _29%__
Social Characteristics
- Including emotional,
attitudinal, motivational, etc.
This class is very strong, based on their academic performance. The majority of the class meets the standard or is
above the standard (71%). The other 29% being below the standard. This is a small class, but I think it is still very
good that the majority of the class are performing well academically.
The class as a whole is actually very close-knit. With only 11 of them, they all seem to get along are mostly friends.
There aren’t many unusual groupings. They are generally very positive and rarely cause any trouble (besides the
occasional “he said, she said” stuff that happens in an elementary school. Overall, they are a fun, driven class that I
have enjoyed. Only one or two students have stood out in any way for behavior issues, and the issues they have had
really haven’t been much to handle.

Personal Characteristics
- Including physical, social,
individual experiences,
talents, language, culture,
family and community
values, etc.
This class has a few students in it that I can tell have more of a natural athletic ability. But there are more students
that don’t appear to be as gifted. When it comes to diversity, there isn’t a whole lot. There is one African American
student in this class, but that is the only real diversity that is visible. This class knows how to have fun and do it in a
nice way and that’s what I appreciate most about them.

B. Narrative: Implications for Whole Class Instruction Based on Information from Table 1.2 (limited to 1 page)
This class has been very good since I arrived here. They don’t need a lot of motivation to get going. They are a pretty close-knit group that are mostly
above average when it comes to academic performance. They are pretty good listeners and most of them are athletic, making them a fun class to
challenge. Although some of the students have small behavior issues, they all get along and look to have a genuine good time in class, regardless of

Pittsburg State University Teacher Work Sample 4

the activity. When giving instruction, it’s not hard to get their attention and keep it. There might be a couple students who don’t always listen, but as a
whole, they are very respectful. They will typically wait until I am done to raise their hands for questions/comments, and they will always stay seated
until instructed to go to their spots. They went through the drills and skills fairly smoothly and looked to be taking it all in.
C. Sub- Groups/Students Information
Describe this
Why was this
subgroup/student
subgroup/student
using information
selected?
from Table 1.1
This subgroup contains a
mixture of students who
seem to have experience
throwing a frisbee and some
who haven’t. Some students
are no strangers to the correct
SUBGROUP form, while others need some
refreshing and a little extra
or
attention. I would say the
FOCUS
class is split about 50/50.
STUDENT
SUBGROUP
or The focus student is very
FOCUS active in class, but typically
STUDENT active in a way that is off-
topic. He loves to run around,
Pittsburg State University
The main reason I chose
this subgroup was because
I had seen how cohesive
these students were and I
am curious to see how they
will progress through a unit
together, especially with
some of the students more
athletically inclined than
others. I don’t believe I
will see a lot of skill
development right away
but I do anticipate to see
some teamwork and
modeling among students.
I chose this student
because I believe he could
be a pretty good athlete and
because I wanted to see if
Teacher Work Sample
What was learned about this subgroup/student?
Intellectual
Intellectually, this class struggles with basic concepts and the knowledge and IQ of
throwing a Frisbee. Although the physical skills are somewhat there, some of them just
don’t understand why the disc won’t fly right.
Social
Although they are a fairly close-knit group, this class still has trouble coming up with
partners to participate with. A lot of times, I’ll have to group them myself so there isn’t any
conflict. Once I tell them who they will be with, they go and don’t have any issues. Some of
the partnering was based on skill level, so that the students paired together would help each
other get better.
Personal
Some of the students were having a good time and some of the students lacked certain
skills, making the drills boring to them, or not fun. Some of the skilled players were even
bored with the activities because they were fairly easy for them.
Intellectual
The student had some moments where he was off-topic, doing things that weren’t asked of him.
But, when he did the activity, he did it correctly. He didn’t ask a lot of questions, he just kind of
went with the flow. He’s not always staying on task, but I think he will improve in that area
5
 but doesn’t always do exactly
what the activity entails.
When instructed 1 on 1, he
focuses more on the activity
at hand, but without that
personal instruction, he can
be a little bit wild.
individualized instruction
would work for him. I hope
to see some improvement
in his behavior and see
some greater skill
development.
Social
He never really had any trouble finding a partner. Most of the class wants to be partners with him
in their activities, no matter what it is. Sometimes though, his time off task can be an issue
between he and his partners. He’s not exactly the most quiet student either.
Personal
This student is fun to have in class, although he’s not the easiest to have. He’s getting better, but
he’s still got a wild hair and likes to go about things his own way sometimes, frustrating me, and
frustrating his classmates sometimes as well.

D. Narrative Implications for Sub-Group’s/Focus Student’s Instruction (limited to 1 page)

There really wasn’t a lot of time spent instructing this group of students on the “how to’s” on throwing a Frisbee. It was explained how to hand your hand on the
frisbee and the action of your arm and wrist, but most of the time was spent practicing. On the first day, I had the students choose what partner they wanted and
they just took turns throwing it back and forth with that partner for a few minutes before I had them switch partners. The main focus was to have the students work
on keeping the frisbee down and level to the ground. As the unit went on, I began pairing students in other ways. I tried pairing them based on skill level some
days (similar skill level team up) and sometimes I paired the better students up with the less-skilled students so that there might be some peer teaching taking
place. As students threw the discs back and forth, I watched and corrected the students’ form as I saw fit. I heard several students calling out and helping other
students throw the disc the right way, but I also heard some frustration. I told them to be patient, and that Frisbee doesn’t come as easy to some people. The focus
student struggled with Frisbee. He kept trying to throw it awkwardly and although I helped him correct the form, he still hadn’t quite grasped the idea of keeping
the Frisbee flat for it to fly farther. From this first experience, I learned that it will take a lot of practice and a lot of supervision to make sure students are able to
throw the Frisbee the right way.

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)
When talking about objectives for a Frisbee unit, there weren’t a whole lot that needed to be met. With Frisbee, there aren’t a whole lot of rules and regulations so
the objectives were based on performance of the skill. At the end of the unit, the students may be asked about the rules of Ultimate Frisbee, but I will see how the
unit progresses to see if they are capable of playing such a high-task game. The fundamental skills are important, such as form, control, and accuracy, which is why
standards 1-4 were used.

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. Bloom’s
No.
Taxonomy)
The students will be able to demonstrate the proper form of Frisbee throwing by showing me where their
1
fingers go on the disc. Understand, Apply
The students will be able to demonstrate the proper forehand throw by successfully throwing the Frisbee low
2
and flat, back and forth to their partner at a distance of 20 feet without dropping the Frisbee in 10 throws. Understand, Apply
The students will be able to demonstrate proper control of the disc by throwing and landing the Frisbee into a
3
hula hoop on the floor a total of 5 times before moving back to a hula hoop at a greater distance. Apply
The students will be able to demonstrate accuracy with the disc by knocking over three pins in 10 throws at
4
variable distances. Apply
5

etc

Pittsburg State University Teacher Work Sample 7

C. Identify State Standards – Benchmarks Addressed by Unit Objectives – How do objectives address these standards? (limited to 1 page)

Standard 1: The student demonstrates competency in motor skills and movement patterns needed to perform a variety of physical activities.
Benchmark 1: The student will demonstrate mature movement patterns of locomotion, manipulation of objects, and rhythmic concepts.

Standard 1: The student demonstrates understanding of movement concepts, principles, strategies, and tactics as they apply to the learning and
performance of physical activities.
Benchmark 1: The student will apply knowledge to improve skill development.

Standard 3: The student participates regularly in physical activity.

Benchmark 1: The student will participate in a wide variety of physical activities at moderate to vigorous levels both in school and in the
community.

The main standards that will be addressed in this unit are the standards listed above. Other standards might be touched upon, but numbers 1, 2, and 3
will be the most prevalent. All of the objectives will address each of these standards in varying levels of skill development. The objectives will be
assessed and measured through formative assessments. The students will be graded mostly informally on their efforts, their skills, and techniques.

Pittsburg State University Teacher Work Sample 8

 Pre-Assessment:
T Lesson Formative
Instructional Activities/ Describe Specific Adaptations/
Lesson Date R Objecti Assessment
Strategies Differentiation
I ve(s) (formal/informal)
Pre-Assessment/Throwing & Catching:
- Students throw the Frisbee back
and forth. Students were partnered up and told to throw the
3/26/ - Determine what skills need Frisbees back and forth. This allowed me to see how
1 18
R, I 1, 2
touched up on.
Informal
most of the students threw the discs and see how I
Instructor Demonstration: could take the instruction from this point.
- Show the proper way to throw
Frisbee (Back hand)
Skill Practice:
Students were partnered up where they played catch
- Teacher demonstration.
back and forth with the Frisbee, and then were
- Teacher/student selected partners.
divided into two teams to participate in a relay race.
- Student demonstration.
3/28/ The students were to throw the Frisbee from one end
2 18
I 1, 2 - Instruction/critique. Informal
of the floor, hit the mat at the other end, throw it
Relay Race:
back and hit the opposite mat, then give it to the next
- Two teams, race to each end of the
person in line. The first team to get everybody
court and back throwing the
through wins.
Frisbee.
Skill Practice: Once students were warmed up, they were asked to
- Catch with Frisbees. work together with their partner to throw their
4/4/ - Teacher/student selected partners. Frisbee to knock over a pin. The goal was to knock
3 18
I 1, 2, 4
Pin Game:
Informal
the pin over as many times as they could in the
- Pin knock-over. allotted time. The set of partners to knock the pin
- Race – 5 minutes. over the most times would win.
Skill Practice:
Students were asked to partner up and work together
- Catch with Frisbees.
to toss the Frisbee and land it in a hula hoop at
4/6/ - Teacher/student selected partners.
4 18
I 1, 2, 3
Hula Hoop Game:
Informal varying distances. The first team to land the Frisbee
in the hula hoop the correct amount of times at each
- Land the Frisbee in the hula hoops
distance would win.
at different distances.
Skill Practice:
- Catch with Frisbees.
- Teacher/student selected partners. Students were divided into two teams, one team at
Frisbee Shuffleboard Game each baseline of the court. Each student was to throw
4/9/ - Class divided into two teams. their Frisbee toward the other baseline, attempting to
5 18
R, I 1, 2
- Object is the throw the Frisbee
Informal
land it in the basketball lane to score points for their
from one end of the floor and land team. They could score 5, 3, or 1 point with each
it in areas of the basketball lane for throw. The first team to score 30 points would win.
points.
- First team to score 30 points wins.
6
7
Pittsburg State University Teacher Work Sample 9
8
Etc.
Table 2.1 – Instructional Design – Unit Plan
T- Lesson integrates technology; R- Lesson uses reading strategies; I- Lesson demonstrates integration of content across and within content fields

Table 2.2: Narrative Description of Pre-assessment, Formative Assessments, and Summative Assessment (limited to 2 pages)
Which
objectives Identify how the assessment will be
Describe the assessment to be Explain rationale for choosing
II. D, H, and K does this scored and/or the criteria to be
used this assessment
assessment used for evaluation.
address?
This was the main way for me to
There were no set criteria for this
assess the students’ abilities to throw
assessment, other than seeing the results
Pre-Assessment the Frisbees. I was able to step in and
Observation 1, 2 of the throw and how the Frisbee flew. If
(Diagnostic) help guide them after seeing how
it did not fly straight and flat, I knew I
they were throwing them back and
needed to instruct further.
forth.
The rationale for using this type of
assessment was to see if the students
The criteria for this assessment was using
continued using the correct
what they learned previously about form
Formative Assessment Game Play techniques even while playing
1, 2, 3, 4 and flow, and how they well they were
- Informal games. When the instruction was
able to transfer that knowledge and skill
over, I wanted to see how they would
into an active game.
transfer what they learned to the
playing field in various games.
The rationale for this assessment was
just to see how well they were able
to throw and catch. By keeping track
Skill Assessment - Throw and of how many catches they could get The criteria for this assessment was
Formative Assessment
Catch back and forth, it kept them focused, 1, 2 simply that they had to throw and catch
- Formal and I was able to make sure they the Frisbee 10 times in a row.
were doing what they needed to do
to throw the Frisbee accurately to
their partner.
The criteria for this assessment was
The rationale for using this type of
much like the other criteria I was looking
game-play assessment was to give
for. Students need to show me what they
Summative Skill Assessment - Shuffleboard me an idea of how well the students
1, 2, 3, 4 know and be able to demonstrate a
Assessment were able to combine all the
proper throw from their spot and
components and skills of past drills
demonstrate accuracy and form, landing
to perform in this particular game.
the Frisbee where it needs to land.

Pittsburg State University Teacher Work Sample 10

Narrative for Instructional Design
II. E.
The lessons are sequenced in this manner because I wanted to begin with skills that are very basic and work
Why are the lessons sequenced in this
toward more complex skill development. I also wanted to see how much knowledge they knew beforehand
manner? to see what students needed to work on most.
II. F.
The first thing I did was explain and demonstrate. For them to see me modeling the correct way to throw a
What learning strategies were incorporated
Frisbee, I believe they better understood the form and motion of it. When you couple that with teacher
into this unit? cueing, they were able to remember it better when they went to throw the Frisbee themselves.
The students were able to demonstrate the proper form and throw of the Frisbee by remembering the cues I
How do the instructional strategies/activities
introduced (Point, tuck, step, flick). By practicing over and over again, they were able to throw it farther
address the learning objectives for this unit? and farther.
II. G.
Critical thinking and problem-solving was implemented within certain drills I introduced. Specifically
How will critical thinking and problem
when the students had to throw the Frisbee and land it in hula hoops at varying distances. They had to think
solving strategies be implemented? Give about how the Frisbee would fly and they were able to experiment a little bit with different throw
specific examples of use. techniques (high, low) etc. to get it to land where they wanted it.
II. I.
Explain the reading strategies that will be
used throughout the unit. Give specific
There were no reading strategies within this specific unit.
examples. (Remember that using text is not a
reading strategy)
How will technology be integrated within the There could have been videos played through a projector to show the correct form of Frisbee throwing but I
unit? Explain both teacher use and student didn’t incorporate any technology in this unit. I felt that I was able to demonstrate well enough to the
use. students what was expected of them.
How does the unit demonstrate integration of
This unit will not address integration of content across content fields.
content across and within content fields?
II. J.
One thing I had to adapt to meet the needs of the students was the distance at which I placed the pins and
What specific adaptations or differentiated
hula hoops. I had to move them much closer than I thought for students to achieve the goal. I also ended up
activities were used to accommodate having to choose their partners rather than have them pick their own partners because there was some
individual learning needs for the whole class? arguing that took place occasionally.
What specific adaptations or differentiated I didn’t really need any specific differentiated instruction for this unit. I did end up helping some students
activities were used to accommodate more than others try and grasp the best way to release the disc and how to keep it lower to the ground.
individual learning needs for the identified Besides that and re-demonstrating to a few students, I didn’t need to differentiate much instruction to

Pittsburg State University Teacher Work Sample 11

sub-groups / students? individuals.

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

Pittsburg State University Teacher Work Sample 12

III. Teaching and Learning

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

Day 1:
Day 1 was all about seeing how well they threw the Frisbees without any instruction. I just wanted to see how they had been taught or see if they
needed to be taught how to throw it correctly. Once I watched them throw the Frisbees back and forth for a little while, I had them line back up on
the sideline facing me and I demonstrated the proper form, using cues and specific techniques. I then partnered them back up and let them try
throwing it back and forth again. This time though, I stepped in and instructed individually where I needed to. I gave positive feedback when I saw
students performing exceptionally well and critiqued positively when students were struggling. Students threw back and forth, changing partners
periodically for the remainder of the class (15 minutes). After I had them bring their Frisbees to me and sit down on the first row before changing
classes, I asked them a few questions covering again what I had covered to begin. They answered the questions and I lined them up and escorted
them out into the hallway.

Day 2:
The second day’s lesson was similar to Day 1 in that I wanted them to get refreshed on the proper way to throw the Frisbee and play some catch at
the beginning of the lesson. Once they were “warmed up”, I broke the class into 2 teams and explained to them that I wanted them to keep the
Frisbee low to the ground and throw from one end of the gym to the other. It was a relay race, so they needed to go quick, but focus, and make a
good, flat throw. They needed to hit the mat at the other end and throw it back. The first team to get through the entire team would win. This went
surprisingly good. They enjoyed the competition and it was fun for them to throw it and chase it down. I saw a lot of improvement from the first
day’s lesson and enjoyed seeing the students do a little bit of competing. I saw skills become more natural, even though several students still
struggled, and plan to continue moving forward with each day beginning with basic throwing with partners. Repetition, as well as constructive
criticism is important for their success.

Day 3:
Pittsburg State University Teacher Work Sample 13
The third day’s lesson was something new. I had them go ahead and get with partners again to begin playing catch with the Frisbees to warm up, but
then incorporated a fun, competitive game that helped them work their accuracy with the Frisbee. With their partners, I had the students stand single
file on the volleyball line the length of the court and placed a pin about 20-30 feet across from them. I instructed them to take turns with their partner
and see which set of partners could knock the pin over the most times in the allotted time (5-10) minutes. The catch was that they HAD to throw the
Frisbee forehand. This helped each student work on their accuracy and begin refining the skills needed to throw the Frisbee where they wanted it to
go. They seemed to have a good time with that, and it was pretty entertaining to watch as well.

Day 4:
The fourth day was similar to day 3. I had the students come in and get warmed up by throwing back and forth, but then I introduced a new drill. On
this day, I had students pair up again with a partner, had them stand on the volleyball line, but this time instead of using one pin, I used 3 poly spots
(at varying lengths) and a hula hoop at each pair of students. Students were asked to toss the Frisbee from where they were standing and land it in
the hula hoop at the first poly spot a total of 5 times. When they completed that, they were to move the hula hoop back to the second poly spot and
land the Frisbee in that spot a total of 3 times. When that task got completed, they then had to land the Frisbee in the hula hoop on the furthest poly
spot only 1 time, and the first team to complete all 3 tasks would win. This drill helped students learn how to just float the disc to the desired spot.
Instead of throwing a bullet throw, they realized that there is a certain finesse to it and I watched them find a learning curve as the lesson went on.

Day 5:
The last day of the unit was really only for fun. After warming up, we played a game called Frisbee shuffleboard. I divided the class into two teams
and had each team stand at the baseline of each end of the court. One team had all the Frisbees, and the other was just watching at the moment. The
object of the game was throw the Frisbee and land them somewhere in the basketball lane. There were divisions in the lane that counted for more
points than others, and I explained to them all the possibilities. It took them a couple minutes to understand, but once it got going, they had a fun
time each having a part in their team’s success. We played to 30, and it took almost the whole time. I heard a lot of laughs, and a lot of excitement,
and I felt that this might have been the most fun they had had throughout the entire unit. The losing team had to run a down and back, just to make it
a little more competitive.

B. Classroom Management Plan (rules, procedures, preventative strategies, supportive strategies) (limited to 1 page)
Pittsburg State University Teacher Work Sample 14
Classroom management is one of the most important aspects of being a teacher. The best teachers have the best classroom management plans, or at least the ones
that are best enforced. The goal for my gym was/is to keep in fun, positive, and full of energy. In order to do those things, I need to set clear rules and expectations
that can easily be followed and that every student can understand. I would like to have these rules somewhere the students can see them, as well. I would like them
stated in this manner. These are the main rules/expectations I would want to set for my classes:

1. I will respect and support my classmates in all activities.

2. I will participate each day with a positive attitude.
3. I will keep my hands to myself.
4. I will respect all PE equipment and facilities.
5. I will show good sportsmanship to all my classmates.

These 5 rules should be a staple in all of my PE classes from here on out, but I am sure more will be added as I go along. If these rules and expectations are not
met, some form of discipline should, and will, take place. It’s important to be consistent, and that will be something I work toward as I go along in this journey to
become a teacher. These rules and expectations need to be made known from day 1, and they need to be enforced when they are broken right away so students
know there will be some kind of consequence that is undesirable. These rules are basic for almost any PE class and they are easy to follow. I want my students to
know the importance of good sportsmanship, respecting one another, and participating daily in Physical Education. As PE teachers, we are trying to build and
shape young men and women into being more physically fit and active, and developing a fitness lifestyle that they may exercise, in some capacity, for the rest of
their lives.

C. Student Interaction and Engagement(Strategies for promoting student to student interaction and student motivation) (limited to 1 page)
There are many ways for students to interact and engage in activities with one another. Every day of the unit, they were assigned a partner to play with and so they
needed to be able to play with them and interact in a positive way with that partner. They had to work together to achieve a common goal. In PE, I think that is
very important. Students are asked to play a lot in PE, and most of the time, they are playing on a team with other classmates. I wanted this unit to be about
working well with others and setting aside differences to achieving the same goal together. In my eyes, this builds a bond, and a unity between classmates that

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could very much benefit them as they get further along in their lives. Teamwork makes the dream work, and that’s what I tell my students when they are paired up.
I want my students working well with others, showing good sportsmanship, and being respectful to their opponents and I did my best to develop those specific
things with my students in this particular unit.

D. Student Communication (detailed description of appropriate strategies to encourage student to student communication) (limited to 1 page)
In every classroom, communication is the key element. If the students aren’t communicating with the teachers, or vice versa, the class won’t get anything
accomplished. In this unit, by pairing the students up to compete with other pairs of students, it allowed the students working together to talk to each other and
communicate things that were working and things that were not. They were able to help one another become more successful in what they were trying to
accomplish. I also used quizzing to get more communication out of my students. I would ask them questions we had covered before about Frisbee to see if they
still remembered certain things. This was a good method to use as well, because students were able to talk amongst themselves, and/or hear what others answered
and remember the content in that way. I believe that within this unit, I was able to incorporate several good communication strategies that I saw work well among
students both alike and different.

Narrative: Analysis of Assessment

E. Pre-Assessment
Overall analysis of results.
Discuss the results in reference to
the learning objectives.
Describe how pre-assessment data
was used to proceed with instruction
for all students.
Pittsburg State University
With the initial pre-assessment, most students needed some attention because there were apparent struggles throwing
the Frisbee the right way. While it was a very informal way for me to tell how they were doing, I could clearly see
issues with form and the overall thinking that came with throwing the Frisbee back and forth to their partner. Even
with this informal way to assess, I could see the direction in which I needed to go with instruction, moving forward.
In the beginning, I would have liked the students to throw and catch at least 50% of their throws back and forth to
each other. That was difficult for the students and they did not achieve that goal. I knew I needed to have them
practice a lot to develop the basic skills of Frisbee throwing.
The pre-assessment data that I collected was used to determine what I needed to touch on moving forward in the unit
and how much time I needed to spend on each drill/skill. Because I was able to see right away what these students
were capable of, I decided on a plan that would benefit them as they became better Frisbee throwers.
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What is the plan to differentiate for
all learners?
F. Formative Assessment
Overall analysis of results.
Discuss the results in reference to
the learning objectives.
Are students learning what was
intended they learn?
Discuss any adaptations based on the
benefit the students to work closely with multiple classmates as opposed to just one. I also think I could make each
results of formative assessments.
Identify differentiation needed to
help all students meet the goals and
objectives of this unit.
G. Summative Assessment
What did the disaggregated data of
the assessment reveal?
Discuss the results in reference to
the learning objectives.
Pittsburg State University
I plan to work closer with those students who are struggling understanding the way the Frisbee flies and getting it to
fly flat and straight. The students that understand it well and consistently perform above average, I will plan to pair
with those that struggle as well. I would like to see students helping other students as a result of this pairing, and see
learning coming from multiple angles.
The skills and games that were played as we went along in the unit served their purpose. I saw students begin the unit
struggling to throw the Frisbees right and, toward the end, I saw students with a better understanding of the way the
Frisbee flies and how to make it fly the desirable way. The formative assessment games and skills helped build their
knowledge of the disc and the proper form to make it fly flat, while also learning tricks in how to place it where they
wanted it to land.
The learning objective for the game-play and skill development was met by the majority of the students. Knocking
over the pin the amount of times that was asked of them and landing the Frisbee in the hula hoop at each distance was
something most were able to accomplish and I was happy to see that. I believe that students did learn what I had
intended for them to learn by participating in these games.
I think one adaptation I could incorporate would be to have them change partners after each game. I think it could
level more challenging for them after the previous one is complete.
For students that are struggling, it would be necessary to simplify tasks and games to meet their needs. It’s more
important for those students to work on correct form and thinking rather than winning a competition. If they did not
wish to compete, they didn’t need to.
The subgroup of students in this unit showed slight improvements from beginning to end, but improvements
nonetheless. The focus student showed signs of improvement, as well, although on a smaller scale. He worked better
with partners as the unit went on and I could see a conscious effort to do things the right way when throwing a
Frisbee.
About 80% of students were able to meet the objectives set for them. It was good to see improvement in this unit and
it just goes to show that repetition can and will make a difference, especially when coupled with fun activities. The
students that did not make the criteria I had set for them need extra help and attention to attain the desirable goals.
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 I would say the majority of the group learned, or at least, developed in the way that was intended. This unit was
Did all students learn what was
designed to take a skill that is seen as difficult by students of all ages and break it down into something attainable and
intended they learn? Explain.
fun. I wanted to incorporate teamwork and sportsmanship as well, and I believe I was able to do that.

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.

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.
Objective 1: Backhand Throw
Objective 2: Understanding how to land the
Frisbee where desired.
Give more than one reason for each of the successes identified.
The forehand throw was a skill that I thought most kids knew how to do, and some of them did
with very minimal help. But I was surprised by many students who tried throwing a forehand
throw as their first choice. Once I demonstrated and gave students cues to go by, the skill of the
backhand came much easier for them. I would say, based on how much improvement I saw and
how much practice time I gave the students, the backhand throw was the most successful skill and
it was fun to administer.
Besides the form of the backhand, I also saw great improvement in the accuracy of the throw.
When I had students attempt to throw and land the disc inside the hula hoops at different distances,
at first, it was a train wreck. They couldn’t figure out why they weren’t landing where they wanted,
but as they threw over and over again, they started understanding and making adjustments. It was
fun to watch the learning curve, and it made for some fun competitions.

Discuss at least TWO things to do differently in the future to extend these successes to continue students’ academic growth.
The unit went well as it was, but in the future, I think I could come up with other ways to incorporate throwing at a moving target, or have students
throw to other students who are running. I think I could go into more detail with regards to the form of the throw and think of other creative ways to
implement accuracy with the Frisbees. More time, and a bigger space would also be very helpful.

B. Narrative description of Least Successful Activities and future implications

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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.
Objective 1: Catching the Frisbee. Although I explained and demonstrated several techniques to catching the Frisbee when it was
thrown, several students continued to be afraid of it and misjudge the disc in flight. I think a lot of
the reason was that the Frisbee is hard and sometimes it would come in pretty fast. But
nonetheless, I demonstrated a few ways to catch it in the air and, while some students had no
problem, the majority still feared and/or had trouble grasping the Frisbee on its way to them.
Objective 2: Relay Races When we lined up for our relay races, about 25% of the students could throw a good straight throw
from one end of the floor to the next. But the majority struggled keeping the Frisbee low and
straight. While some of them threw very well with their partners, making the game competitive
and in “relay race” form caused a lot of students to “forget” how to keep it low and flat and
straight. It was like two different things to the students and they just weren’t very successful when
it came time to compete a little bit. They seemed to forget some fundamental things.
Discuss at least TWO things to do differently in the future to improve students’ performance.
Next time, I could better organize the students into teams and find a better place for the students waiting for their turn to stand. Many of the students
waiting wanted to run after the Frisbee, especially when it was on its way back to them. As far as catching the Frisbee, I think I could start with the
throws being much shorter and easier to catch.

TABLE 4.1 Communication Log

Follow Up
Method of Result or Impact on (if
Date Person Contacted Contact Reason for Contact Instruction necessary)

Advice, instructional methods, classroom Some good ideas and a clearer

3/27/18 Mr. Wade In person No follow up.
management things. visual on expectations.

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 Follow Up
Method of Result or Impact on (if
Date Person Contacted Contact Reason for Contact Instruction necessary)
Ask them what their specific rules were for Consistency among all teachers who
4/5/18 Para In person No follow up.
the playground. take students outside.
Followed up
I stressed the importance of respect
with the
4/18/18 Two boys In person Arguing/fighting. and being nice to one another, even
students toward
if they don’t really like each other.
the end of class.

Add rows as needed

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

Each of the people I contacted were important. The obvious one was my cooperating teacher. Since he has been doing this for 8 years, it was easy to ask him for
help or advice and he always helped me. I talked with the para because paras know a lot about students’ behaviors in class and about normal school-wide rules. I
felt very comfortable speaking with her about any issues I had in the class she helped with and she helped me to speak clearer to the students that were acting up or
causing trouble. The last one, I had multiple discussions with students, but the main one involved the two boys who were constantly fighting/arguing. Even if they
weren’t partnered up, they found a way to bicker with one another. I pulled the students aside and told them that arguing wasn’t going to solve anything. I told
them they needed to respect that they were different than each other and be nice to one another. For the most part, they understood and they each said they were
sorry, and went on playing. This was important because I never saw them argue or bicker to that extent again.

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

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Identify at least TWO aspects of instruction that could be improved.
Explain reasoning.
Aspect 1: I would like to demonstrate and introduce more games/units for
students to participate in.
Aspect 2: I would like to develop a better, more effective way to manage the
class and the attention of the students.
Pittsburg State University Teacher Work Sample
What specific professional development opportunities/activities will
help to acquire that knowledge or skill?
In the future, I will look up and refine some of the games/units I find online that
will better suit my students. I seem to get into a rut in the games I have my
students play and the units I introduce, and I would like to get more creative in
my future classes.
I would like to eventually come up with something solid to use to get the
attention of my students and find something they can remember. Maybe a
whistle blow and they all look up at me. Or a clap and they clap back.
Something like that that will help me get the attention of my students so that I
am not wasting any time before instruction.
22
 REFERENCES

www.pecentral.org

www.sparkpe.org

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APPENDIX A

Northeast Elementary Totals

Building
Gender

53.5% - Males
46.5% - Females

Building
Race/Ethnicity

85.71% - White
6.99% - Hispanic
6.69% - Other
.61% - African American

Building
Economically Disadvantaged Students

75.99% - Economically Disadvantaged

24.01% - Non Economically Disadvantaged

Building
Migrant

100% - Non Migrant

Building
ELL

99.68% - Non ELL

.32% - ELL

Building
Students with Disabilities

75.71% - Students without disabilities

24.29% - Students with disabilities
Pittsburg State University Teacher Work Sample 24
District Totals

District
Gender

52.62% - Males
47.38% - Females

District
Race/Ethnicity

88.31% - White
6.05% - Other
5.04% - Hispanic
.60% - African American

District
Economically Disadvantaged Students

70.16% - Economically Disadvantaged

29.84% - Non Economically Disadvantaged

District
Migrant

100% - Non Migrant

District
ELL

99.79% - Non ELL

.21% - ELL

District
Students with Disabilities

79.55% - Students without disabilities

20.45% - Students with disabilities

Pittsburg State University Teacher Work Sample 25

APPENDIX B

Pin Knock-Over Lesson Plan

Lesson Focus: Pin Knock-Over (Frisbee accuracy)

Instructor: Jake Thompson
Equipment Needed: Pins, Frisbees, hula hoops
Grade Level: 3rd Grade
State Standards: Grades 3-5: 1.1.a., 2.1.a., 2.1.c., 5.1.a., 5.1.d.

1. INTRODUCTORY ACTIVITY (WARM UP)

A. GOALS:
- Get students’ muscles loose and warmed up for the activity of the day.
o Students play catch back and forth with Frisbees to warm up before the activity of the
day.
B. FORMATION:
- Students will be assigned partners and instructed to line up across from their partners across
the width of the court on the volleyball lines.
- One partner with the Frisbee.
C. SAFETY:
- Give adequate space between each student as the Frisbee are being thrown back and forth.
- Try to keep the Frisbee in your “lane”.
D. TRANSITION:
- After completion of warm up, students will be instructed to line up at the sideline and await
instruction.

2. LESSON FOCUS – INTRODUCE PIN KNOCK-OVER, EXPLAIN IT, AND DEMONSTRATE:

A. OBJECTIVES:
- Students will understand and be able to demonstrate a proper back hand throw of the Frisbee
and knock over the pin at least 10 times as a group in a 5 minute period.
FORMATION:
- Students will stand facing me on the sideline of the court as I explain/re-explain the game to
them.
B. EXPLANATION OF ACTIVITY:
- Each set of partners will stand on the east volleyball line of the court facing the pin with the
hula hoop around it. The pin will be positioned across the court at a distance of 20 feet. When
the clock starts, students will attempt to throw the Frisbee across the court to knock over the
pin. If they miss, students will race to their disc, pick it up, and run it back to their partner. If the
pin is hit, the students will re-set the pin, grab their disc, and run it back to their partner. The

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 group that knocks over the pin the most time in allotted time will win. Each group should strive
to knock the pin over at least 10 times.
C. SAFETY:
- Students should always pay attention to others around them.
- Students should not throw their Frisbee toward other groups pins, or throw purposely toward
other students.
- Students should watch their step as they run back and forth across the court.
D. TRANSITION
- Games will last 5 minutes. When the game is over, the pins must be placed upright inside their
hula hoops at the 20 ft. mark across the court from each set of partners before the next game
begins.
E. EVALUATION:
- This is a fun game for all the students with little evaluation, but students can be informally
assessed on their abilities to throw the Frisbee accurately at a stationary target.
F. ADAPTATIONS:
- Depending on the difficulty or ease of throwing a great distance, the pins may be moved
forward/backward.
- The game can also be altered in length of time.

3. CLOSURE:

A. OBJECTIVES:
- Students will help gather up the equipment: pins, Frisbees, and hula hoops and help return
them to the equipment room.
- Students will then be asked to sit down on the first row of the bleachers until it is time to line
up.
B. FORMATION:
- Once completing clean-up of equipment, students will sit down quietly, gather their things, and
await further instruction.

Frisbee Shuffleboard Lesson Plan

Lesson Focus: Frisbee Shuffleboard

Instructor: Jake Thompson
Equipment Needed: Frisbees
Pittsburg State University Teacher Work Sample 27
Grade Level: 3rd Grade
State Standards: Grades 3-5: 1.1.a., 2.1.a., 2.1.c., 5.1.a., 5.1.d.

4. INTRODUCTORY ACTIVITY (WARM UP)

E. GOALS:
- Get students’ muscles loose and warmed up for the activity of the day.
o Students play catch back and forth with Frisbees to warm up before the activity of the
day.
F. FORMATION:
- Students will be assigned partners and instructed to line up across from their partners across
the width of the court on the volleyball lines.
- One partner with the Frisbee.
G. SAFETY:
- Give adequate space between each student as the Frisbee are being thrown back and forth.
- Try to keep the Frisbee in your “lane”.
H. TRANSITION:
- After completion of warm up, students will be instructed to line up at the sideline and await
instruction.

5. LESSON FOCUS – INTRODUCE FRISBEE SHUFFLEBOARD, EXPLAIN IT, AND DEMONSTRATE:

G. OBJECTIVES:
- Students will understand and be able to demonstrate a proper back hand throw of the Frisbee
and toss the Frisbee to the other end of the court attempting to land the Frisbee in the desired
area for points.
FORMATION:
- Students will stand facing me on the sideline of the court as I explain/re-explain the game to
them.
H. EXPLANATION OF ACTIVITY:
- The class will be divided into two teams of 5-6. Each team will be instructed to line up on the
baseline at each end of the court. One team will be given Frisbees. The object of the game is for
students to throw their Frisbee one at a time, aiming for the opposite free throw lane as a
landing spot for their Frisbee. If the Frisbee lands in the half circle at the top of the key, the
team is given 5 points. If it lands in the top half of the lane, the team is given 3 points. And if it
lands in the bottom half of the lane, the team is given 1 point. The first team to 30 points will
win, unless the opposing team can overtake them in their last attempt.
I. SAFETY:
- Students should always pay attention to the Frisbees as they are thrown.
- Students should wait to retrieve the Frisbees until every member of the opposing team has
thrown.
J. TRANSITION
- Games will last typically 15-20 minutes. When the game is over, the Frisbees must be placed on
the bleachers.
Pittsburg State University Teacher Work Sample 28
 K. EVALUATION:
- This is a fun game for all the students with little evaluation, but students can be informally
assessed on their abilities to throw the Frisbee delicately and accurately.
L. ADAPTATIONS:
- The game can also be altered in the amount of points it takes to win.
- It can also be altered to include point reductions.

6. CLOSURE:

C. OBJECTIVES:
- Students will help gather up all the Frisbees and place them at the end of the bleachers.
- Students will then be asked to sit down on the first row of the bleachers until it is time to line
up.
D. FORMATION:
- Once completing clean-up of equipment, students will sit down quietly, gather their things, and
await further instruction.

Pittsburg State University Teacher Work Sample 29

APPENDIX C

Informal Assessment Checklist – Both Pre and Post Assessment

3 – Excellent form/Excellent outcome

2 – Correct form/Great effort but undesired outcome
1 – Incorrect form/undesired outcome
0 – Does not understand grip/appropriate stance/why we’re learning it.

Student Name Backhand

Throw
Student 1
Student 2
Student 3
Student 4
Student 5
Student 6
Student 7
Student 8
Student 9
Student 10
Student 11
Student 12

Pittsburg State University Teacher Work Sample 30

Backhand Throw Scoring Rubric

3 Points

- Demonstrates correct form and technique.

- Frisbee goes directly where intended.

2 Points

- Demonstrates correct form and technique.

- Frisbee does not go directly where intended.

1 Point

- Demonstrates incorrect form

- Frisbee does not go where intended.

0 points

- Demonstrates no effort, no correct form.

- Frisbee is thrown erratically.

Pittsburg State University Teacher Work Sample 31