Student Teaching Evaluation of Performance (STEP) Template

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Table of Contents
STEP Standard 1 - Contextual Factors: Knowing Your School and Community.....3
STEP Standard 2 - Writing Standards-Based Measurable Objectives and the Learning Goal 4
STEP Standard 3 - Assessment and Data Literacy....................................................5
STEP Standard 4 - Unit and Lesson Planning...........................................................7
STEP Standard 5 - Implementation of Instructional Unit.......................................11
STEP Standard 6 - Analysis of Student Learning...................................................12
STEP Standard 7 - Reflecting on Instruction to Improve Student Progress............14

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STEP Standard 1 - Contextual Factors: Knowing Your School and Community
Student Teaching Evaluation of Performance (STEP) is the process for preparing and implementing a unit of instruction.
By understanding the community, school environment, and the makeup of the classroom, you will be able to strategically meet the
overall needs of your students.
By analyzing the student demographics, environmental factors, and student academic factors, you will be able to strategically meet the
overall needs of your students. In the first two weeks of student teaching, you should focus on learning about the students you will be
working with.

Part I: Community, District, School, and Classroom Factors

You will be completing this portion of the STEP document using the following link:
STEP Standard 1, Part I
After completing the e-doc portion, submit the PDF you receive into the Digital Classroom.

Part II: Demographic, Environment, and Academic Factors

You will be completing this portion of the STEP document using the following link:
STEP Standard 1, Part II
After completing the e-doc portion, submit the PDF you receive into the Digital Classroom.

Please note, that in order to submit this assignment, you must:

1. Complete each section of the STEP Standard 1
 Note: Closing your internet browser before the signing process is completed will result in a loss of your work. If you will
be completing this document in multiple sittings, it is highly recommended to save and back up your work on another
document.  When you are ready to make your final submission, copy and paste your responses into this document. The data
from this electronic document will not be saved until you complete the signing process.
2. Complete the signing process by entering your name, selecting “Click to Sign,” and entering your email address. 

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  An initial email will be sent to you to confirm your email address. 
 A completed copy of the document will be emailed to you within minutes of confirming your email address.
3. After completing the e-doc portion, submit the PDF you receive into the Digital Classroom.

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STEP Standard 2 - Writing Standards-Based Measurable Objectives and Learning Goals
Part of the planning process is to identify overall learning goals for a unit or lesson, as well as the lesson’s specific learning objectives.
Goals and objectives should be aligned not only to standards, but also to student pre-assessment data.
The unit you are planning should be one you are preparing to teach during Weeks 5-7. The standards and objectives need to align with
your pre- and post-assessments and objectives.
Note: You will not teach this unit until you get feedback from both your instructor and your mentor teaching on this STEP.

Unit Topic: WWII

Unit Title: WWII- War on a global scale again…

National or State Academic Content Standards: Common Core ( New York State)- Gathering and Using Evidence 2. Identify,
describe, and evaluate evidence about events from diverse sources (including written documents, works of art, photographs, charts and
graphs, artifacts, oral traditions, and other primary and secondary sources)
file:///C:/Users/15162/Downloads/nys-ss-field-guide.pdf
Literacy Common Core Standards (for Science or Social Studies):

CCSS.ELA-LITERACY.RH.9-10.5
Analyze how a text uses structure to emphasize key points or advance an explanation or analysis.
http://www.corestandards.org/ELA-Literacy/RH/9-10/

Learning Goal:
Speaking and Listening Standards
1. Initiate and participate effectively in a range of collaborative discussions (one-on-one, groups, and teacher-led) with diverse partners on grades
9-1- topics, texts, and issues building on others’ ideas and expressing their own clearly and persuasively.
Writing
4. Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.
9. Draw Evidence from informational texts to support analysis, reflection, and research.

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Reading
4. Determine the meaning of words and phrases as they are used in a text, including vocabulary describing political, social, or
economic aspects of History/Social Studies

Measurable Objectives:
Do Now- Warm-Up (Do Now)- Students are expected to answer the Do Now on their worksheets. Students will use their previous
knowledge of the rise of fascism to answer the question. Students are to answer the question and then provide a rationale for the
answer. Students will do a turn and talk with their table partner to discuss their responses and then share with the class.
Independent work: Teacher will hand out the activity to all students. Students are expected to read the documents and answer each
question in complete sentences. Students are also expected to annotate on the margins and highlight important information in the
documents. Students are to arrange information into the graphic organizer
Exit Ticket: Students will write an extended response of 1-2 paragraphs, answer the exit ticket. Within your response remember to restate the
main idea first, then give evidence to support what you wrote and then analyze by showing cause and effect. How the evidence supports your main
idea and link it to an overall idea connected to your topic.

Differentiation
 Visual aids will be displayed on the PowerPoint to support ENL comprehension.
 Chunking (small pieces of texts instead of large, overwhelming text) by using a distributed worksheet of primary and secondary
sources.)
 Turn and Talk (share Do Now answer for clarification and revision through peer to peer accountable talk)
 Think-Pair-Share (Answer questions and prompts in pairs to share out for class discussion)
 Collaboration with Peers (to share and gather information from texts they independently read)

If you would like feedback on your pre-assessment for alignment prior to administering, copy it in here.

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 STEP Standard 3 - Assessment and Data Literacy
Pre- and post-assessments are used to assess the learning that takes place from participating in a learning activity. The pre-assessment
is given to students before instruction, in order to determine their prior knowledge of the topic, or inaccurate knowledge, which is
sometimes the case. After students have participated in the unit, they are given the post-assessment, which can be the same as the pre-
assessment, a modified version, or something comparable that measures the same concepts.
Formative assessment is acceptable, work with your mentor teacher to determine the best way to collect data in your classroom.
Pre-Assessment - Copy and paste the pre-assessment you plan to use to assess the students’ knowledge of the topic prior to implementing the unit
lessons. Include the scoring criteria used to determine whether the student is Highly Proficient, Proficient, Partially Proficient, Minimally Proficient
when it comes to meeting the learning goal and measurable objectives.

Name:                                                                                         Global History II Date:                                                                                     

Cass/ Waul
Essential Question: How do unresolved conflicts affect future events?
Topic: Totalitarianism/ Rise of Fascism
Unit 8: The World Wars (Unresolved Global Conflict)

Aim: How did the end of WWI lead to the rise of Totalitarianism/ Fascism?
Learning Target: I will analyze the impact of Stalin, Hitler, Mussolini, Franco’s and Tojo’s totalitarian rule.
Task 1: Do Now - Answer the following question.
Question: What factors led to totalitarianism/ fascism after WWI?

Do Now Grading Rubric

Highly Proficient Proficient Partially Proficient Minimally Proficient

Students will be able to develop a
written response with a
minimum of 5 sentences.
Students will provide 3 or more
examples of factors that led to
totalitarianism after WWI.
Students will be able to develop a
written response with a
minimum of 4 sentences.
Students will provide 3 examples
of factors that led to
totalitarianism after WWI.
Students will be able to develop a Students will be able to develop a
written response with a written response with a
minimum of 3 sentences. minimum of 2 sentences.
Students will provide 2 examples Students will provide 1 examples
of factors that led to of factors that led to
totalitarianism after WWI. totalitarianism after WWI.

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 Pre-Assessment Data: Whole Class - Once you have assessed your students’ knowledge on the topic, collect and analyze the pre-
assessment data to determine if you will need to modify the standards, learning goal, or measurable objectives that will be addressed
during instruction.

Number of Students

Highly Proficient (90%-100%)

8

Proficient
10
(80%-89%)
Partially Proficient
4
(70%-79%)
Minimally Proficient
3
(69% and below)

Pre-Assessment Analysis: Whole Class

Most students were able to complete the pre-assessment at the proficient level. This means they were able to answer the question “ What
factors lead to totalitarianism/ fascism after WWI” in 4 sentences with at least 3 examples. This pre-assessment shows that the students
understand the struggles European countries faced after WWI. This assessment proves they understand what factors caused
totalitarianism in Europe after WWI.

Post-Assessment – Copy and paste the post-assessment you plan to use to assess the students’ knowledge of the topic after
implementing the unit lessons. The post-assessment can be the same as the pre-assessment, a modified version, or something

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 comparable that measures the same concepts. Include the scoring criteria used to determine whether students are Highly Proficient,
Proficient, Partially Proficient, Minimally Proficient when it comes to meeting the learning goal and measurable objectives.

Question: How did totalitarianism lead to the events of WWII?

Do Now Grading Rubric

Highly Proficient Proficient Partially Proficient Minimally Proficient

Students will be able to develop a
written response with a
minimum of 5 sentences.
Students will provide 3 or more
examples of how totalitarianism
that led to the events of WWII.
Students will be able to develop a
written response with a
minimum of 4 sentences.
Students will provide 3 examples
of how totalitarianism that led to
the events of WWII.
Students will be able to develop a
written response with a
minimum 3 sentences. Students
will provide 2 examples of how
totalitarianism that led to the
events of WWII.
Students will be able to develop a
written response with a
minimum of 2 sentences.
Students will provide 1 or more
examples of how totalitarianism
that led to the events of WWII.

STEP Standard 4 - Unit and Lesson Planning

During the design phase, you will carefully construct activities that are geared toward improving learning outcomes in your specific
disciplines. Each activity should align to instructional goals and demonstrate your understanding of the pre-assessment data results,
contextual factors, student learning needs, and management strategies.
Collaborate with your Cooperating Teacher/Mentor to design a unit of instruction that aligns to state content standards. Be sure to
include technology integration and demonstrate how you will differentiate your lessons to meet the needs of individual students.
Note: When implementing the unit of study, you will be choosing one of these activities to video record, review, and reflect on your teaching in
the STEP process.

Grade Level: 10th grade

Unit/Subject: Totalitarianism

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 Day 1
National/State Gathering and Using Evidence
Learning 2. Identify, describe, and
evaluate evidence about events
Standards from diverse sources (including
List specific grade- written documents, works of
art, photographs, charts and
level standards that
graphs, artifacts, oral traditions,
are the focus of the and other primary and
lesson being secondary sources)
presented. file:///C:/Users/15162/
Downloads/nys-ss-field-
guide.pdf
Specific Learning Speaking and Listening
Target(s)/Objecti Standards
1. Initiate and participate
ves Based on state effectively in a range of
standards, identify collaborative discussions (one-
what is intended to on-one, groups, and teacher-
be measured in led) with diverse partners on
learning. grades 9-1- topics, texts, and
issues building on others’ ideas
and expressing their own
clearly and persuasively.
Writing
4. Produce clear and coherent
writing in which the
development, organization, and
style are appropriate to task,
purpose, and audience.
9. Draw Evidence from
informational texts to support
analysis, reflection, and
research.
Reading
4. Determine the meaning of
words and phrases as they are
used in a text, including
vocabulary describing
political, social, or economic
aspects of History/Social
Studies
© 2022. Grand Canyon University. All Rights Reserved.
Day 2
Gathering and Using Evidence 2.
Identify, describe, and evaluate
evidence about events from
diverse sources (including written
documents, works of art,
photographs, charts and graphs,
artifacts, oral traditions, and other
primary and secondary sources)
file:///C:/Users/15162/
Downloads/nys-ss-field-guide.pdf
Speaking and Listening Standards
1. Initiate and participate
effectively in a range of
collaborative discussions (one-on-
one, groups, and teacher-led) with
diverse partners on grades 9-1-
topics, texts, and issues building
on others’ ideas and expressing
their own clearly and
persuasively.
Writing
4. Produce clear and coherent
writing in which the development,
organization, and style are
appropriate to task, purpose, and
audience.
9. Draw Evidence from
informational texts to support
analysis, reflection, and research.
Reading
4. Determine the meaning of
words and phrases as they are
used in a text, including
vocabulary describing political,
social, or economic aspects of
History/Social Studies
Day 3
Gathering and Using Evidence 2.
Identify, describe, and evaluate
evidence about events from diverse
sources (including written
documents, works of art,
photographs, charts and graphs,
artifacts, oral traditions, and other
primary and secondary sources)
file:///C:/Users/15162/
Downloads/nys-ss-field-guide.pdf
Speaking and Listening Standards
1. Initiate and participate
effectively in a range of
collaborative discussions (one-on-
one, groups, and teacher-led) with
diverse partners on grades 9-1-
topics, texts, and issues building on
others’ ideas and expressing their
own clearly and persuasively.
Writing
4. Produce clear and coherent
writing in which the development,
organization, and style are
appropriate to task, purpose, and
audience.
9. Draw Evidence from
informational texts to support
analysis, reflection, and research.
Reading
4. Determine the meaning of words
and phrases as they are used in a
text, including vocabulary
describing political, social, or
economic aspects of History/Social
Studies
Page 10 of 25
Day 4
Gathering and Using Evidence 2.
Identify, describe, and evaluate
evidence about events from
diverse sources (including written
documents, works of art,
photographs, charts and graphs,
artifacts, oral traditions, and other
primary and secondary sources)
file:///C:/Users/15162/
Downloads/nys-ss-field-guide.pdf
Speaking and Listening Standards
1. Initiate and participate
effectively in a range of
collaborative discussions (one-on-
one, groups, and teacher-led) with
diverse partners on grades 9-1-
topics, texts, and issues building
on others’ ideas and expressing
their own clearly and
persuasively.
Writing
4. Produce clear and coherent
writing in which the development,
organization, and style are
appropriate to task, purpose, and
audience.
9. Draw Evidence from
informational texts to support
analysis, reflection, and research.
Reading
4. Determine the meaning of
words and phrases as they are
used in a text, including
vocabulary describing political,
social, or economic aspects of
History/Social Studies
Day 5
Gathering and Using Evidence 2.
Identify, describe, and evaluate
evidence about events from diverse
sources (including written
documents, works of art,
photographs, charts and graphs,
artifacts, oral traditions, and other
primary and secondary sources)
file:///C:/Users/15162/Downloads/
nys-ss-field-guide.pdf
Speaking and Listening Standards
1. Initiate and participate effectively
in a range of collaborative
discussions (one-on-one, groups, and
teacher-led) with diverse partners on
grades 9-1- topics, texts, and issues
building on others’ ideas and
expressing their own clearly and
persuasively.
Writing
4. Produce clear and coherent writing
in which the development,
organization, and style are
appropriate to task, purpose, and
audience.
9. Draw Evidence from informational
texts to support analysis, reflection,
and research.
Reading
4. Determine the meaning of words
and phrases as they are used in a text,
including vocabulary describing
political, social, or economic aspects
of History/Social Studies
Academic Vocabulary/Key Terms: Vocabulary/Key Terms: Vocabulary/Key Terms: Vocabulary/Key Terms: Vocabulary/Key Terms:
Language General Proletariat Wage- Enduring issues Enduring issues Totalitarianism  Totalitarianism 
academic earning working class
vocabulary and Power Power Indoctrination  Indoctrination 
content-specific Bolshevik Marxists,
vocabulary included wanted to start a Change over time Change over time One-Party Rule  One-Party Rule 
in the unit. revolution without Affect Affect
waiting for stronger Propaganda  Propaganda 
proletariat Analyze Analyze Censorship  Censorship 
Menshevik Marxists, Annotate Annotate
said socialist revolution Charisma  Charisma 
had to wait until Identify Identify
Extreme Nationalism  Extreme Nationalism 
proletariat was more Turning point Turning point
powerful Soviet Economic Control  Economic Control 
Industrialization Industrialization
Representative Council Terror Terror
Duma Russian WWI WWI
parliament Scapegoats  Scapegoats 
Communism Communism
March Revolution Hitler Stalin
Strike in Petrograd; Capitalism Capitalism
Duma disobeys Czar; Fascism Hitler
Proletariat Proletariat
he can’t regain control,
abdicates Bourgeoisie Bourgeoisie
Provisional Holodomor Holodomor
Government Set up by
Stalin Stalin
Duma after March
Revolution, led by
Kerensky,
parliamentary style
(democratic republic)
government
October Revolution
Bolshevik or
Communist
Revolution, led by

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 Lenin, started Russian
Civil War Whites Anti-
Communist forces,
fought “Reds”
(communists) during
Russian Revolution
Communist secret
police (1917–1946)
U.S.S.R. Union of
Soviet Socialist
Republics (a.k.a. the
Soviet Union), started
in 1922
Kremlin Old palace-
fortress in Moscow,
served as seat of
Communist
government
Politburo Communist
party leaders,
controlled the Party and
Soviet government
Supreme Soviet
National legislature of
the USSR
Kulak Prosperous
farmer
Gulag Forced-labor
camp
Unit Resources, Laptops, smartboard, Laptops, smartboard, Laptops, smartboard, Laptops, smartboard, Laptops, smartboard,
Materials, handouts, slides, video handouts, slides, video handouts, slides, video handouts, slides, video handouts, slides, video clip,
Equipment, and clip, closed captioning, clip, closed captioning, clip, closed captioning, clip, closed captioning, closed captioning,
Technology
highlighted key words, highlighted key words, highlighted key words, highlighted key words, highlighted key words,

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List all resources, graphic organizers & graphic organizers & graphic organizers & graphic organizers & graphic organizers & model
materials,
model example for model example for model example for model example for example for activity
equipment, and
technology to be activity activity activity activity
used in the unit.
Depth of Level 1: Which Level 1: What is an Level 1: Which enduring Level 1: What is Level 1: Who is Joseph
Knowledge assignments have you enduring issue? issue will you write about? totalitarianism? Stalin?
Lesson Questions missed or not completed
What questions can
fully?
be posed throughout Level 2: How can we Level 2: How can we Level 2: How can we Level 2: How can we identify
the lesson to assess decide which enduring organize and format our identify the factors that led the similarities between Stalin
all levels of student Level 2: How can we issue matches best with the enduring issues essay? to the rise of Hitler in and Hitler
understanding? annotate the documents documents? Germany?
and answer the analysis
 Level 1: Recall
Level 3: How can I use the Level 3: How can we analyze
questions?
 Level 2: Level 3: How can I use the documents as evidence to Level 3: How can we the factors that led
Skill/Concepts documents as evidence to explain my enduring issue? analyze the factors that led totalitarianism in both
 Level 3:
Level 3: How can the explain my enduring issue? to the rise of Hitler in Germany and Soviet Russia.
Strategic documents help us Germany
Thinking identify the rise of Level 4: How can I use the
communism in Russia? Level 4: How can I use the documents to show change Level 4: How can we evaluate
 Level 4: documents to show change over time/ how the enduring Level 4: How can we this information to explain
Extended over time/ how the issue of power affected the evaluate this information to how totalitarian leaders led to
Thinking Level 4: What were the enduring issue of power lives of those living under describe the political the outbreak of WWII?
impacts of Stalin’s affected the lives of those Joseph Stalin. climate of Europe after
totalitarian rule on living under Joseph Stalin. WWI?
Russia?

Anticipatory Set Students will be Students will use their prior Students will use their notes Students will use their prior Students will use their prior
How will students’
completing classwork knowledge to answer the from the previous day to knowledge to answer the knowledge to answer the Do
prior knowledge be that they missed or have Do Now question as a hook help them write their Do Now question as a hook Now question as a hook into
activated as well as not completed from our into the lesson. enduring issues essay on into the lesson. the lesson.
gain student interest previous unit of the power.
in the upcoming Russian Revolution.
content? Students will use what

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 they have learned to
complete the missing
classwork.

Presentation of Content
Multiple Means  Visual aids will be  Visual aids will be  Visual aids will be  Visual aids will be  Visual aids will be
of displayed on the displayed on the displayed on the displayed on the displayed on the
Representation PowerPoint to PowerPoint to support PowerPoint to support PowerPoint to support PowerPoint to support
Describe how support ENL ENL comprehension. ENL comprehension. ENL comprehension. ENL comprehension.
content will be comprehension.  Chunking (small  Chunking (small  Chunking (small  Chunking (small pieces
presented in various
 Chunking (small pieces of texts instead pieces of texts instead pieces of texts instead of texts instead of large,
ways to meet the
needs of different pieces of texts of large, of large, overwhelming of large, overwhelming text) by
learners. instead of large, overwhelming text) by text) by using a overwhelming text) by using a distributed
overwhelming text) using a distributed distributed worksheet using a distributed worksheet of primary
by using a worksheet of primary of primary and worksheet of primary and secondary sources.)
distributed and secondary secondary sources.) and secondary  Turn and Talk (share
worksheet of sources.)  Turn and Talk (share sources.) Do Now answer for
primary and  Turn and Talk (share Do Now answer for  Turn and Talk (share clarification and revision
secondary sources.) Do Now answer for clarification and Do Now answer for through peer to peer
 Turn and Talk clarification and revision through peer to clarification and accountable talk)
(share Do Now revision through peer peer accountable talk) revision through peer  Think-Pair-Share
answer for to peer accountable  Think-Pair-Share to peer accountable (Answer questions and
clarification and talk) (Answer questions and talk) prompts in pairs to share
revision through  Think-Pair-Share prompts in pairs to  Think-Pair-Share out for class discussion)
peer to peer (Answer questions and share out for class (Answer questions and  Collaboration with
accountable talk) prompts in pairs to discussion) prompts in pairs to Peers (to share and
 Think-Pair-Share share out for class  Collaboration with share out for class gather information from
(Answer questions discussion) Peers (to share and discussion) texts they independently
and prompts in pairs  Collaboration with gather information  Collaboration with read)
to share out for class Peers (to share and from texts they Peers (to share and
discussion) gather information independently read) gather information
 Collaboration with from texts they from texts they

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 Peers (to share and independently read) independently read)
gather information
from texts they
independently read)

Multiple Means
of
ELL: Students will have ELL: Students will have ELL: Students will write ELL: Students will receive ELL: Students will reciveve
Representation
translated notes chunked readings for the their essay in Spanish readings in Spanish and readings in Spanish and
Differentiation
historical documents English. Students will be English. Students will be
Explain how provided with a vocabulary provided with a vocabulary
materials will be Students with special list list.
differentiated for needs: Simplified Students with special
each of the Students with special needs:
readings needs: Numbered margins
following groups: Will write the introduction
for the documents. Students Students with special
and first body paragraph
 English will only be given 3 out of needs: Will receive
Students with special needs:
Language Students with gifted the 5 documents. scaffolding for the exit
Will receive shortened
Learners abilities: Watch a ticket helping them write a
(ELL) Students with gifted readings and heavily
documentary to reinforce paragraph with utilizing the
abilities: Will write all 5 scaffolded graphic organizers
 Students the notes Students with gifted Race method.
paragraphs for comparison of documents.
with abilities: Students will be
special provided with some
needs scaffolding with a graphic Students who finish early: Students with gifted
Students with gifted abilities:
Early finishers: Watch a organizer Will proof read their work abilities: Will share their
 Students Can add outside information
documentary to reinforce and add more detail to their definitions of
with gifted or research to their graphic
abilities the notes/ vocabulary essay. totalitarianism with the
organizers
Early finishers: Students class
Early finishers practice
will go back into their
(those who finish graphic organizer and
early and may need Students who finish early: Can
switch out words for Students who finish early:
additional create a ven diagram
content vocabulary Will add more detail and
sources/support) comparing Hitler and Stalin
examples from the docs
into their RACE paragraph.
Application of Content
Multiple Means

© 2022. Grand Canyon University. All Rights Reserved. Page 15 of 25

of Engagement Students will use google Students will read and Students will write and Students will complete a Students will analyze images
How will students
classroom to access their annotate their documents. enduring issues essay series of document and and text to compare how
explore, practice, notes from previous Students will then utilize utilizing the graphic image analyses. Students Hitler and Stalin are similar.
and apply the classes. Students will the graphic organizer to organizer they worked on will evaluate how Hitler Students will work together in
content? work to complete input important evidence the previous day. Students and fascism became groups to determine how each
incomplete assignments needed for their essay. should be able to complete a popular in Germany post totalitarian leader impacted
and any work that is Students will also include 5-paragraph essay. If WWI. Students will work Europe and their actions that
missing. Students will outside information in the students finish early they in partner groups, led to WWII.
also have access to hard organizer. will have the opportunity to participate in turn and talks
copy printouts if they peer edit it pairs. and complete a writing
prefer using pen/ pencil. sample.
Multiple Means ELL: Students will look ELL: Students will have the ELL: Students will have the ELL: Students will have ELL: Students will have small
of Engagement back into their notes, read option to write in their option to write in their essay small group instruction group instruction
Differentiation and annotate documents graphic organizer online online through a translator
Students with special
and complete analysis through a translator from from Spanish to English or
Explain how needs: Students will have
materials will be questions. Spanish to English or they they can write their essay by Students with special needs:
small group instruction
differentiated for can write by hand in their hand. small group instruction
each of the graphic organizers.
following groups: Students with special
Students with gifted
needs: Students will be Students with special needs: Students with gifted abilities:
 English abilities: Will work in small
given a check list of Students with special Students with special needs will work in small groups
Language groups
Learners assignments they must needs: Students with will also have access to a
(ELL) have completed by the special needs will also have computer if they wish to
end of the period. access to a computer if they type their work rather than Early finishers: Students
 Students wish to type their work write it by hand.
with will be grouped with Early finishers: will be
rather than write it by hand. students who have gifted grouped with students who
special Students with gifted
Students with gifted have gifted abilities.
needs abilities: will have the abilities.
abilities: Students who
option to type or write in
 Students are done with all of their Students with gifted
with gifted their essay
assignments can have a abilities: will have the
abilities free read. option to type or write in
Early finishers their graphic organizer
(those who finish
early and may need Early finishers: Will be
additional Early finishers: Students paired up with a classmate to
sources/support)
Early finishers: Early
will be asked to go back do peer editing once their
finishers can work on a

© 2022. Grand Canyon University. All Rights Reserved. Page 16 of 25

 work on homework into the documents and pull essay is complete.
assignment. more evidence.
Assessment of Content
Multiple Means Work collected will be Student graphic organizers Student enduring issues Students writing sample Students writing sample will
of Expression looked over by the will be checked and graded essay will be graded on the will be collected and be collected and graded.
Formative and
teacher and graded as for completion same scale as the New York graded.
summative classwork. State Regents Exam.
assessments used to
monitor student
progress and modify
instruction.
Multiple Means
of Expression
ELL: Students will write ELL: Students will be ELL: Students will be given ELL: Students will be given ELL: Students will be given
Differentiation
their notes in Spanish. graded on the completion of a rubric for the essay in all directions verbally and all directions verbally and
Explain how their graphic organizer. Spanish and in English. written in Spanish and written in Spanish and
materials will be Directions for the graphic English. Students will be English. Students will be
differentiated for Students with special: can
Students with special organizer and the given translated texts and given translated texts and will
each of the use their graphic organizers
needs: Teacher will documents to be read will will be graded for work be graded for work
following groups: to help them write the essay
identify key components be provided in both English completion and effort for completion and effort for the
 English of the activities to and Spanish. the writing sample. ( exit writing sample. ( exit ticket)
Language complete but will limit ticket)
Learners
Students with gifted abilities
the amount of activities
(ELL) will be graded on the 5
the students must Students with special Students with special needs:
paragraphs.
 Students complete to be graded. needs: Students with Students with special Will be graded on content and
with special needs will be graded needs: Will be graded on effort put into their writing
Students with gifted
special on the completion of the content and effort put into sample. ( Exit ticket)
abilities: Will be graded
needs graphic organizer. The their writing sample. ( Exit
on completion of work
organizer will be partially ticket)
 Students and effort.
with gifted filled in and scaffolded. Students with gifted abilities
abilities Early finishers: Will be will be graded on completion
asked to go back into Students with gifted and effort for the writing
Early finishers their notes and create a Students with gifted abilities will be graded on sample. ( exit Ticket)
(those who finish vocabulary list of abilities: Will be graded on completion and effort for
early and may need
important words. This the completion of their the writing sample. ( exit
additional

© 2022. Grand Canyon University. All Rights Reserved. Page 17 of 25

resources/support) will be counted as extra graphic organizer. Ticket)
credit.

Extension Activity and/or Homework

Identify and Homework will be to use
describe any the vocabulary list to fill
extension activities in a graphic organizer.
or homework tasks Students should copy the
as appropriate.
word, definition into the
Explain how the
extension activity or
graphic organizer then
homework include their own
assignment supports definition and a picture to
the learning match the vocabulary
targets/objectives. word.
As required by your
instructor, attach
any copies of
homework at the
end of this template.

© 2022. Grand Canyon University. All Rights Reserved. Page 18 of 25

STEP Standard 5 - Implementation of Instructional Unit
You will implement all lesson activities, correlating formative assessments and the summative
post-assessment. Choose one of the lesson activities to video record a 5-10 minute segment,
review, and reflect on your teaching. Have your cooperating teacher/mentor review the recording
and provide feedback, if possible.

Use an online video platform such as Loom, YouTube, or Vimeo to upload your completed video.
Be sure that others can access and view your linked video prior to submitting.

Video Recording Link: https://flipgrid.com/s/CfUxtmaUDicB

Summary of Unit Implementation: The unit created is a study of the rise of totalitarianism in Europe.
The goal of each lesson is to build reading and writing skills. The lessons are crafted to fit the academic
standards required by NYS for the regent’s exam. Ms. Waul and I planned this unit in what is our 3 rd
week of the 3rd quarter. Some students are behind and failing so we decided to put in a planned catch-up
day. The rest of the lessons for the week revolve around document analysis and writing an enduring
issues essay.

Summary of Student Learning: The student learning in this unit was scaffolded and I could see the
growth between Tuesday and Wednesday. On Tuesday we provided the students with the graphic
organizers and documents, and they seemed to struggle with the identifying which enduring issue fit best
with the document they read. Each documents enduring issue has to match to create the theme for the
essay. We had the students pause and break down the meaning of each of the enduring issues provided in
the word bank. Once they better understood the enduring issues words they were able to go back into the
document and decide which enduring issue fit the documents best. This lesson took a lot of flexibility as
we extended their writing time an extra class period.

Reflection of Video Recording: In the video recording I am supporting the students by clarifying
directions and making sure they understood the first task of the day. The first task was to complete the
introductory paragraph for the essay. I walked around the room and stopped off at students who usually
need extra support. Mr. Leon is our ENL teacher he explained and broke down the directions for the
introduction further for the students. Once they completed the introduction we moved to the graphic
organizers. I explained that the graphic organizers were to help them create their body paragraphs. That
each box represented the information for their paragraphs. I also told students to annotate their documents
for the main idea and any important information. What the students annotated should have been what they
put in their graphic organizer. I think the students took to the graphic organizer, they seemed confident
once they had annotated to fill in the boxes. I think if I could change anything it would be to group the
students who were still working on the introduction, students who started their graphic organizer and

© 2022. Grand Canyon University. All Rights Reserved. Page 19 of 25

students who were done with their graphic organizer. Ms. Waul and I decided to stretch the lesson to
Thursday, so that students could finish writing.

© 2022. Grand Canyon University. All Rights Reserved. Page 20 of 25

STEP Standard 6 - Analysis of Student Learning
After you have implemented each lesson in the unit, as well as completed the post-assessment,
collaborate with your cooperating teacher/mentor to analyze the results of the post-assessment
and determine student learning. Review your data and whether there is a student or group of
students who have not mastered the objectives and discuss what you will do to further develop
students’ knowledge and skills.

Post-Test Data: Whole Class - Once you have assessed your students’ learning on the topic, collect and
analyze the post-test data to determine the effectiveness of your instruction and assessment.
Number of Students Number of Students
Pre-Test Post-Test

Highly Proficient 3 3
(90%-100%)
Proficient
8 10
(80%-89%)
Partially Proficient
5 8
(70%-79%)
Minimally
Proficient 9 4
(69% and below)
Post-Test Analysis: Whole Class
Based on your analysis of the whole class post-test data, what is your interpretation of the
students learning? Cite examples and provide evidence of student learning that helped you come
to this conclusion.
The students learning improved over the course of this unit. Throughout the Unit the students
were learning about totalitarianism, at first students couldn’t even say the word. By the post
assessment they were writing about the factors that led to totalitarianism and giving specific
examples of the dictators that took over Europe and the methods they used to gain and maintain
their power.

Based on the whole class post-test data, write one paragraph analyzing the effectiveness of your
instruction and assessment and effect on student learning. Cite examples and provide evidence of
student learning to support this analysis.
Ms. Waul and our co-teacher Mr. Leon planned this unit through backward design. We had
planned for the student’s summative assignment to be a 5 paragraph enduring issues essay. The
pre-test was how they formulated their introduction and the organization for their essay in the
graphic organizer. We presented the students with some academic vocabulary first, they had to

© 2022. Grand Canyon University. All Rights Reserved. Page 21 of 25

 define an enduring issue in their own words and then use the word “enduring issues” in a
sentence. Then the students shared out and gave examples of what possible enduring issues they
could see on the regents exam. Next, we had students do a self assessment. We listed the steps for
creating an enduring issues essay and asked the students to categorize which steps they felt
comfortable with and which steps they were unsure of. Based on that data we created scaffolds
for the essay.

Post-Assessment Analysis: Subgroup Selection

Using the information obtained in Standard 1(Student Academic Factors section), select one
subgroup population to focus on for this analysis. Provide a brief rationale for your selection (1-
3 sentences).
The subgroup I will focus on are the IEP students. I chose this group because they need the most
support with writing. Most of the IEP students improved on their writing within this unit.

Post-Assessment Data: Subgroup (Gender, ELL population, Gifted, students on IEPs or 504s, etc.)

Number of Students Number of Students

Pre-Test Post-Test

Highly Proficient 0 0
(90%-100%)
Proficient
0 2
(80%-89%)
Partially Proficient
2 3
(70%-79%)
Minimally
Proficient 3 0
(69% and below)

Post-Assessment Analysis: Subgroup

Based on your analysis of the subgroup post-test data, what is your interpretation of the student
learning? Cite examples and provide evidence of student learning that helped you come to this
conclusion.
Student learning in this subgroup was heavily scaffolded for the pre-test. Students were supported
with steps to complete, a graphic organizer and specific annotations. The goal was to get students
to pull important information from the texts to support their claim with evidence. Most students
did this minimally proficient. Most students were able to complete some of the introduction
paragraph and partially fill in the graphic organizer. Students who did this proficiently completed

© 2022. Grand Canyon University. All Rights Reserved. Page 22 of 25

 the introductory paragraph and the graphic organizer.

Based on the subgroup class post-test data, write one paragraph analyzing the effectiveness of
your instruction and assessment and effect on student learning. If there is a student or group of
students who have not mastered the objectives, discuss what you will do in future days to aid
students' understanding with respect to the unit’s objectives. Cite examples and provide evidence
of student misconceptions to support this analysis.
I think the instruction was effective, once the students understood what they should annotate in the text
they were able to use that information to plug into their graphic organizers. Students used the graphic
organizers to formulate their body paragraphs thus creating an enduring issues essay. Students felt much
more confident writing the essay once they had the paragraphs planned within the organizer. I felt the
students learned the skill of annotation, using information from the text to help them support their claim.
This skill was not refined before this lesson, I saw students actively highlight and underline the texts and
then use that information in their organizers and properly cite it and quote it in their essays. These skills
will help them to pass the global regents enduring issues essay.
Post-Assessment Data: Remainder of Class

Number of Students Number of Students

Pre-Test Post-Test
Highly Proficient 3 3
(90%-100%)
Proficient
8 10
(80%-89%)
Partially Proficient
5 8
(70%-79%)
Minimally
Proficient 9 4
(69% and below)
Post-Assessment Analysis: Subgroup and Remainder of Class

Analyze the data of the subgroup as compared to the remainder of the class. In one paragraph,
describe the effectiveness of your instruction for this unit using the finding from your analysis.
The subgroup and whole class improved on their writing throughout this unit. The scaffolding used for the
IEP students was given to the whole class. However, the rest of the class’ graphic organizers were not
partially filled in and did not have sentence starters for the introduction paragraph. The need for
organization in the essay was across the board. Utilizing these supports gave students the opportunity to
visualize the essay and the information needed to complete 5 body paragraphs.

© 2022. Grand Canyon University. All Rights Reserved. Page 23 of 25

 Based on your analysis of student learning, discuss the next steps for instruction, including an
objective that would build upon the content taught in this unit of instruction.
The next steps for instruction would be to remove some of the scaffolding used to support students in
organizing and formatting their essay. The goal is to promote more independence in their writing, some
students are ready to take the reins and write on their own. Others will still need help with the structure of
the essay itself and organizing the information within it. Our objective is to have all students write an
introduction, first body paragraph and second body paragraph with limited scaffolding.

STEP Standard 7 – Reflecting on Instruction to Improve Student

Progress
Improved Practice Based on the Unit of Study
Based on the experience of developing and delivering your instructional unit, list three short-
term goals to improve specific areas of your teaching practice based on the unit of instruction
and describe your plan to reach each short-term goal.

Plan to Reach the Goal (i.e., professional

Short-Term Goal
1. Teacher will ask for student feed back
after delivery of a lesson
2. Teacher will use feedback from
veteran teacher observations to inform
instruction
development, research on the Internet,
observation of a veteran teacher, etc.)
Teacher will use research on the internet to
find new ways to ask for student feedback
Teacher will conference with observing
veteran teacher

3. Teacher will find new strategies for

students to pass the NYS regents Teacher will seek professional development
exam. for new teaching strategies.

Long-Term Goals: Teachers who are dedicated to their profession and to improving the lives of
students will continually look for ways to grow and learn. The best way to ensure that learning is
prioritized is to create a long-term goal. Create one long term goal that is specific and
measurable. Make sure to discuss the following:

© 2022. Grand Canyon University. All Rights Reserved. Page 24 of 25

Long-Term Goal: My long-term goal is to continue to find new ways to differentiate
my lessons to fit the students needs.
Rationale: Why did you choose this
goal? How do you expect it to
improve the outcomes of your future
students?
End Date: By when do you expect
to accomplish this goal?
Action Timeline: What steps will
you take to complete this goal, and
by when will you take them?
Example:
1/31/18: Join AACTE
Resources: What resources are
available to assist you in
accomplishing your goal?
© 2022. Grand Canyon University. All Rights Reserved.
I chose this goal, because so far in my teaching career
I have found that differentiation is one of the best
ways to support student learning. This will improve
students’ outcomes because I can tailor the activities
to their strengths and weaknesses. I hope to measure
this goal by implementing the new differentiation
strategies, and collecting students work to evaluate
the students’ progress.
This goal does not have a specific end date but rather
I hope to continue learning new strategies.
The steps I will take to complete this goal is research
online and learning from veteran teachers.
The resources available to assist me are:
https://www.readingrockets.org/article/what-differentiated-
instruction#:~:text=Differentiation%20means%20tailoring
%20instruction%20to,a%20successful%20approach%20to
%20instruction.
https://resilienteducator.com/classroom-resources/examples-of-
differentiated-instruction/
https://www.understood.org/articles/en/differentiated-instruction-what-
you-need-to-know
https://files.eric.ed.gov/fulltext/EJ1118715.pdf
Page 25 of 25