Teacher Work Sample

Running Head: TEACHER WORK SAMPLE
Teacher Work Sample

Megan Fondell
April 18, 2016
th
4 Grade, Social Studies
University of Alaska Southeast
ED 688: Student Teaching, MAT Elementary Distance
Table of Contents
Contextual
Factors...............................................................................................................
... 3
Learning
Goals.................................................................................................................
......... 5
Assessment
Plan...................................................................................................................
.... 6
Design for
Instruction.........................................................................................................
... 12
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Instructional DecisionMaking........................................................................................... 26
Analysis of Student
Learning............................................................................................... 29
Reflection and SelfEvaluation............................................................................................ 40
Contextual Factors
Sitka is a town of close to 9,000 people located on Baranof Island in
Southeast Alaska. The only access to or from Sitka is by boat or plane.
Because of its small size and isolated location, Sitka is a tight-nit community
that supports and values the education of their young people. Keet Gooshi
Heen (KGH) is the one public school on the island serving grade levels 2-5.
The school consists of around 50 percent Caucasian students, 25 percent
Alaska Native, 9 percent Asian, and 13 percent consisting of other ethnic
groups. Keet Gooshi Heen has a 39 percent Title I poverty rate.
My classroom is one of five 4th grade classes at KGH. The classroom is
laid out in a group format, with three large tables for students to sit at rather
than individual desks. Students share materials such as pencils and erasers
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at their table and store their other individual work and materials in folders to
the side of the room. There is also a full kitchen and side kidney table in the
room for other group work or meetings.
Technology in the classroom consists of a smart board projector
connected to the teachers laptop as well as an iPad cart for student use. In
addition, there are three laptop carts, which are shared among all the
classrooms in the school, and can be reserved ahead of time for a specific
classroom. Other classroom resources or materials can be found in the
school workroom or purchased with classroom funds if needed.
Some parents are involved in the classroom by volunteering to come
assist during different lessons or special group projects that may require
additional adult supervision. There is also regular communication home to
parents through the classroom newsletter, individual emails or calls, and the
classroom twitter feed, which parents are encouraged to follow.
There are 22 students in my 4th grade classroom. All students rage in
age from 8 to 10 years old. There are ten girls and twelve boys in the class.
Twelve students are Caucasian, six students are Alaska Native, and four
students are other ethnicities including Filipino, Hispanic, and mixed race.
Four students have IEPs, including one student with a full-time
paraprofessional in the classroom, and one student who is ELL. Five students
have periodic pull-outs throughout the day for different intervention work
with specialists. There are also four students who participate in an
enrichment program once a week.
The entire class is structured on a lot of group work and collaboration
of tasks, which the students enjoy. They are familiar with the routines
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associated with this style of learning, and it helps the classroom run
smoothly throughout the day. As a whole, the class is rather strong in math
and science skills, however, the subject they seem to struggle the most with
is writing and other language arts activities. They enjoy approaching tasks
through different creative outlets for learning, rather than traditional
bookwork with repeated drills. One of their favorite activities, which has
been incorporated into many different subjects, is using Minecraft to explore
math, science and history topics and complete projects.
All of these different factors impact how I address my instruction and
assessment for students. The wide range of abilities and accommodations
for different students will require me to differentiate my lessons and
assessment to meet the needs of every student. It will be important that the
material is accessible to each student, regardless of the learning level they
are on. I plan on continuing with the collaborative style of instruction that
has been occurring in the classroom thus far. This style of instruction allows
for students to learn from their peers and also engage in different social skills
that are essential. I will also need to be aware of the motivating factor that
creative instruction has for students. Varying my modes of instruction and
allowing for as much choice and variety in student response will be essential
in allowing students to remain engaged in the learning process throughout
the unit.
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Learning Goals
Rationale:
Learning Goal
Alaska State
Standard
Level of Learning
In
Alaska Native studies

around the state is a
new topic for the
students this year in
school. This first
learning goal addresses
the
understanding/rememb
ering aspect of the
learning continuum by
introducing students to
an understanding of
each culture
After learning about
Students will be able
each cultures basic
to compare and
attributes, students will
contrast the
move farther up on the
similarities and
taxonomy by analyzing
Grade Level
differences among
and evaluating each
the cultural attributes Standard:
culture, comparing
LO.30. Alaska
for the Inupiaq,
them to each other to
History/Native
Yupik, Athabaskan,
find their similarities
cultures
and Aleut cultures.
and differences.
previous grades, students have focused on Alaska Native studies for the
Students will be able
to identify the
important cultural
components of the
Inupiaq, Yupik,
Athabaskan, and
Aleut cultures,
including geography,
tools and weapons,
homes, food,
clothing, and
transportation.
Alaska History:
AH.PPE.2. Using
texts/sources to
analyze the
similarities and
differences in the
cultural attributes
(e.g. language,
hunting and
gathering practices,
art, music/dance,
beliefs, worldview),
movement,
interactions, and
settlement of Alaska
Native people.
region of Southeast Alaska. In the fourth grade, students move to looking at

Alaska Native cultures in other regions around the state. This is a natural
sequence for students and allows them to rely on some previous knowledge
of traditional Alaska Native cultures and also develop new knowledge to add
to their understanding. These learning goals allow students to participate in
a variety of activities, including skill focused and also creative work,
approaching the information through a variety of formats so that learners at
all levels and styles can gain an understanding of the material.
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Assessment Plan
Learning Goal
Assessme
nts
Learning Goal
1:
PreAssessment
Students will be
able to identify
the important
cultural
components of
the Inupiaq,
Yupik,
Athabaskan,
and Aleut
cultures,
including
geography,
tools and
weapons,
homes, food,
clothing, and
transportation.
Learning Goal
2:
Students will be
able to
compare and
contrast the
similarities and
differences
among the
cultural
attributes for
the Inupiaq,
Yupik,
Athabaskan,
and Aleut
cultures.
Formative
Assessment
PostAssessment
PreAssessment
Formative
Assessment
PostAssessment
Format
Adaptations
Written Test:
Matching
pictures of
cultural
components to
the culture they
belong to
Instructions will be
read aloud when
needed. More time
will be given to
students who need
it.
Alaska Native
journals/notes,
writing
responses,
artifact
exploration
Written Test:
Matching
pictures of
cultural
components to
the culture they
belong to
Written Test:
Comparing/contr
asting two
cultures by
completing a
Venn diagram
Alaska Native
journals/notes,
completing a
comparison table
Written Test:
Comparing/contr
asting two
cultures by
completing a
Venn diagram
Examples and
models will be
provided for
effective note
taking. Hands-on
interaction as well
as group work will
be utilized.
Instructions will be
read aloud when
needed. Students
who have specific
struggles with
writing can
demonstrate their
knowledge through
pictures and
explanations.
Examples and
discussions about
comparing/contrast
ing will happen
throughout the
class, providing
many examples
and formats on the
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topic.
Pre- and Post-Assessments:
I will be using the same written test for my pre- and post-assessment
of both learning goals. The first half of the test will address the first learning
goal and will require the students to identify regions in Alaska where each
culture is located and also match pictures corresponding to different cultural
components to the culture they belong to. These will be the same pictures
that will be presented in class when learning about each tribe and the
students will also use the pictures to take their own notes about each
culture.
The second part of the test will consist of a Venn diagram, which
students will need to use to compare and contrast two of the cultures we
have studied. They will need to reference at least four of the cultural
components that we learned about and explain how they are similar or
different for each culture. I will be looking for a more in-depth analysis that
simply a listing of the specific components, requiring students to move into
the higher level of thinking for analyzing what they have learned. Each
matching question on the test will be worth one point and a rubric will be
used to score the Venn diagram portion of the test (see attached).
Formative Assessments:
Students will be completing an Alaska Native journal throughout the
unit, which I will use as a main part of my formative assessment. The journal
consists of a section to add pictures and notes for each component of the
three cultures (geography, homes, food, clothing, tools and weapons,
transportation), and also a section for analyzing artifacts from each culture.
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The class will be studying a collection of artifacts brought into the classroom
through the Hands-on Loan program at Sheldon Jackson Museum to identify
the components of each culture and how they were able to use the items to
adapt to their environment. Finally, in the journals there will also be a table
where students will be able to take notes and compare each culture to each
other to see similarities and differences.
I will also be utilizing other activities that we complete throughout the
unit as different formative assessments, including writing prompts aligning
with the culture we are studying each week, and art projects to create
different tools or clothing items in the traditional style. We will also have
many classroom discussions and group discussions on different topics, which
I will observe and assess student understanding from.
Assessment and Rubric:
Alaska Native Pre-Test
Label the regions on the map with the following Alaska Native cultures,
according to their location.
Aleut
Athabaskan
Inupiaq
Yupik
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Label the following pictures of homes, tools and weapons, food, clothing, and
transportation with the name of the Alaska Native culture they belong to.
A. Aleut
Yupik
B. Athabaskan
C. Inupiaq and
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Compare and contrast two Alaska Native cultures by completing this Venn
diagram. Remember to think about the difference aspects of shelter,
clothing, and food. Add as much detail as you can remember about each
one.
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Scoring:
The matching section of the test consists of 18 questions, each worth 1
point. The final section of the test consisting of the Venn diagram will be
worth a total of 4 points and will be scored from the following rubric. The
total score for the test will be out of 22 points.
0
No work
done in the
diagram.
1
Only small
pieces of
information
shown
2
Some
information
shown for
each culture,
3
At least three
pieces of
information
given for
4
Four or more
details given
for each
culture and
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without any
comparison.
but
information
is incorrect
with no
detail.
each culture
with some
detail and
comparison
shown.
an in-depth
comparison
between the
two.
Design for Instruction

Pre-Test Results:
Learning Goal 1: Students will be able to identify the important cultural
components of the Inupiaq, Yupik, Athabaskan, and Aleut cultures, including
geography, tools and weapons, homes, food, clothing, and transportation.
Learning Goal 2: Students will be able to compare and contrast the
similarities and differences among the cultural attributes for the Inupiaq,
Yupik, Athabaskan, and Aleut cultures.
Learning Goal 1
Learning Goal 2
Mean Score
30.41%
6.58%
High Score
55.56%
25%
Low Score
11.11%
0
Overall, students scored significantly higher on the first learning goal

than the second on the pre-test. However, that may have been because of
the format of the questions. The first learning goal was assessed using
questions that required students to match terms to pictures and label them,
whereas the second learning goal was assessed through the creation of a
Venn diagram without any given information. This means that students
could have guessed on the questions applying to the first learning goal and
there was a possibility they would get some correct, but there was no way
they could have simply guessed on the Venn diagram and produced a correct
analysis.
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Analyzing the results from both sections of this test show me that
students will need work in both learning goals in order to improve their
understanding of the subject matter. There werent any real significant
outliers in the data, which tells me that all the students could benefit from
specific instruction in each learning goal. I realize that the comparing and
contrasting goal requires a higher level of understanding and thinking for the
students, and so there will be a significant amount of time dedicated to
helping them become familiar with the process of comparing and contrasting
as well as the design of a Venn diagram.
Unit Overview:
Learning Goal
Students will be able to
identify the important
cultural components of the
Inupiaq, Yupik, Athabaskan,
and Aleut cultures, including
geography, tools and
weapons, homes, food,
clothing, and transportation.
Students will be able to
compare and contrast the
similarities and differences
among the cultural
attributes for the Inupiaq,
Yupik, Athabaskan, and
Aleut cultures.
Activities
-Research and note-taking on each cultural
component in small groups and also whole
class instruction.
-Completion of a flip-chart outlining the six
components for each culture and gluing
example pictures in each section.
-Interviewing artifacts from each culture to
discover aspects of each component.
-Creating an art piece for each culture
following their traditional style and cultural
component.
-Outlining the cultural attributes for each
group on a table in order to be able to
analyze different similarities and differences.
-Completion of a writing piece that
compares/contrasts life in an Inupiaq village
to life in Sitka today.
-Small group discussions to analyze the
similarities and differences between the
cultures based on the research completed in
class.
-Creating a Venn diagram to
compare/contrast two artifacts from different
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cultures that were analyzed in class.
Unit Outline:
Backward Design Unit Design Template: MAT/Certification Elementary
Candidate Name: Megan
Host Teacher Name: Mr. Bryner
Fondell
School: Keet Gooshi Heen
Date Range Unit: 2/22/16-
Grade Level: 4 # of Students: 22

Length of Unit: 4 weeks
4/1/16
Theme of Unit Alaska
Content Area: Social Studies
Natives
Materials: Include all materials including technology: AK Native
Journals, iPads, culture reading packets, culture PowerPoints, culture
note pictures, Hands-On load artifacts, pre and post-tests
Ulu Materials: Ivory soap, aluminum foil, card stock, blade cut-outs,
glue sticks, paperclips, black paint
Hunting Hat Materials: Cardstock, hat template, oil pastels
Beading Materials: Paint, cardstock, canvas, thread, needles, beads,
Alaska Content and Subject area Standards:
buttons
1. Alaska History:
TRANSFER GOALS (Unpacked Standard(s)
AH.PPE.2.
Using texts/sources
similaritiescultural
and differences
1. Students
will be able to analyze
identify the important
components of the
in the cultural
attributes
(e.g.
language,and
hunting
Inupiaq,
Yupik,
Athabascan,
Aleutand
cultures, including geography, tools
gathering practices,
art, music/dance,
art,
music/dance,
beliefs,
and weapons,
homes, food, beliefs,
clothing,
and
transportation.
worldview),2.movement,
interactions,
settlement
of Alaska
Native
people.and
Students will
be able toand
compare
and contrast
the
similarities
differences among the cultural attributes for the Inupiaq, Yupik, Athabascan,
2. Grade Level
Standard:
and Aleut
cultures.
LO.30. Alaska History/Native cultures
STAGE 1 Essential Questions and Enduring Understandings
Enduring Understanding(s)
Students will understand that.
What Essential Questions will be

Considered? (Q)
EachAlaskaNativeculturehasspecificcustomsand
lifestylesthatsharesimilaritiesanddifferenceswith
othercultures.
STAGE 1 Objectives/ Key Learning
WhataretheculturalcomponentsfortheInupiaq,
Yupik,AthabaskanandAleutcultures?
Howaretheysimilaranddifferentfromeachother?
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What students should know.
What students should be able to do.
Studentswillunderstandwhatculturalcomponents
Students will be able to differentiate cultural
belongtotheInupiaq,Yupik,Athabascan,and
attributes among the cultures studied.
Aleutcultures.
Students will be able to compare/contrast the
differences among the cultures studied.
Studentswillrecognizethesimilaritiesand
differencesamongtheAlaskaNativecultures.
STAGE TWO: Assessment (Identify Desired Results)
Other Evidence
Culminating Performance Task
Pre-assessment: Students will complete a G.R.A.S.P.S.
pre-test sorting pictures of cultural
Students will write a short report
describing what they have learned from
elements and completing a Venn diagram
the unit and what their favorite aspect
to compare/contrast two cultures.
was. This will then be published on the
Formative:
Students will complete an Alaska Native

journal with notes, writing responses and
artifact explorations.
Students will complete a writing prompt
involving a Venn diagram to
compare/contrast living in Sitka to living
in an Inupiaq village.
Students will organize a flip chart with
pictures for each cultural component of
the culture we are studying for the week.
Summative: Students will take the same

paper pre-test by matching pictures of
cultural elements and completing a Venn
diagram to compare/contrast two cultures.
classroom blog to be shared with

parents and others and display student
learning.
Students will also complete an art
project applying to each culture at the
end of every week. The project will
enforce the cultures unique artistic style
and also reflect a specific cultural
component for that culture.
Rubrics (attached)
See attached rubric for the pre-and post
test as well as the Alaska Native journals.
STAGE THREE: Opportunities to Learn
Standar
ds
Address
ed
2/19/16
2/22/16
LearningActivities
Learning/Instructional
Strategies
1. Introduction/Hook:Havestudentscompletethepre
test.DiscusswithstudentstheAKNativeculturesthey
havestudiedbefore(Tlingit,Haida).Explainthatweare
goingtobestudyingAKNativeculturesfromaroundthe
restofthestateforthenextfewweeks.
Lesson 1: Inupiaq Research

2. Studentsworkingroupstoresearchonecultural
componentfortheInupiaqusingthreewebsitesonthe
iPads.
Working together in groups

allows students to
cooperatively learn together
and also scaffolds the learning
for students who need it.
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3. Whengroupshavefinishedtheirresearch,comeback
togetherasaclasstosharewhattheyhavelearnedwith
eachother.
2/23/16
This jigsaw method helps the

students to share what
theyve learned with each
other and allows them to hear
the information from their
peers rather than a teacher.
Lesson 2: Inupiaq Notes

4. Reviewingthematerialthathadbeencoveredtheday
before,asaclassmovethroughapowerpoint
presentationthatshowsvisualsofthecultural
componentsdiscussed.
Using a collaborative
discussion, we will be able to
review what was already
discussed and also reinforce
the material through a visual
representation of the
information.
5. Onceasectionhasbeencompleted,worktogetherasa
These notes will also be
classtotakenotesonthemostimportantcomponentsthat displayed on the board, so
weshouldrememberinourjournals.
students will have as much
time as they need to copy
them down in their journals.
6. Finally,studentswillreceivetheirowncopiesofthe
As another form of
picturestocutoutandplaceintheirflipcharts,
representing the information,
separatingthembycomponentandculture.
students will be able to create
their own visual notes for
each component.
2/24/16
Lesson 3: Inupiaq Artifacts

7. ExplaintostudentstheprocessofInterviewinganartifact
andtakeamomenttoreviewthepropermethodfor
examiningtheartifacts.
8. Describeeachartifactthatisaroundtheroomsothat
studentscandecidewheretheywanttogofirst.
9. Allowstudentstoexploretheartifactsastheywish,
completinganinterviewpageintheirnotebookforeach
artifactthattheyobserve.
These expectations should be

made very clear. Were
turning our classroom into a
museum. That means the
same type of behavior applies.
Describe the rubric in their
journals to students so they
are aware of what the
expectation is for their work.
As students explore the
artifacts, rotate around the
room to answer/ask questions,
help students to make unique
observations.
After students finish their first
observations, give a quick
feedback in their journals
about how they did so that
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they can apply any changes to
the next day of observations.
2/25/16
Lesson 4: Inupiaq Artifacts Cont

10. Allowstudentsmoretimetoexploretheartifactsthat
theydidnotgettoonthefirstday.
2/26/16
3/7/16
Lesson 5: Ulu Art

11. Explain the process and instructions for
creating their own soap carved handle and
blade for an ulu.
12. Students complete their Alaska themed

ulu by the end of the day.
Lesson 6: Aleut Research
13. Just as with Inupiaq, students will work
in groups to research a single cultural
component of the Aleut on the iPads and
also from a reading packet provided.
14. When groups have finished their
research, come back together as a class to
share what they have learned with each
other.
3/8/16
Lesson 7: Aleut Notes

15. Reviewing the material that had been
covered the day before, as a class move
through a powerpoint presentation that
shows visuals of the cultural components
discussed.
16. Once a section has been completed,
work together as a class to take notes on the
most important components that we should
remember in our journals.
17. Finally, students will receive their own
Before students begin, have

them look in their journals at
the notes you left for them so
they know what they can
improve on during this
observation.
Before students start work,
show several examples of ulus
and ask students to share
their observations. Review
how the Inupiaq used ulus and
why they were an important
tool in their culture.

allows students to
information.
displayed on the board, so
As another form of
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copies of the pictures to cut out and place in
their flip charts, separating them by
component and culture.
3/9/16
Lesson 8: Aleut Artifacts

18. Review with students the process of
Interviewing an artifact and take a moment
to review the proper method for examining
the artifacts.
19. Describe each artifact that is around the
room so that students can decide where
they want to go first.
20. Allow students to explore the artifacts
as they wish, completing an interview page
in their notebook for each artifact that they
observe.
3/10/16
3/11/16
3/28/16
Lesson 9: Aleut Artifacts Cont

21. Allow students more time to explore the
artifacts that they did not get to on the first
day.
Lesson 10: Aleut Hunting Hat Art

creating their own Aleut Hunting Hat and
share student example. Emphasize the idea
of symmetry and explain how students need
to show this concept in their hats.
23. Students complete their Aleut hunting
hat by the end of the day.
Lesson 11: Athabascan Research
24. Students will work in groups to research
a single cultural component of the
Athabascan on the iPads and also from a
reading packet provided.
25. When groups have finished their
research, come back together as a class to
share what they have learned with each

each component.
observations.
Before students begin, have
them look in their journals at
the notes you left for them so
they know what they can
improve on during this
observation.
show several examples of hats
and ask students to share
their observations. Review
how the Aleut used their hats
and why they were an
important tool in their culture.

allows students to
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other.
3/29/16
Lesson 12: Athabascan Notes

26. Reviewing the material that had been
covered the day before, as a class move
through a powerpoint presentation that
shows visuals of the cultural components
discussed.
27. Once a section has been completed,
work together as a class to take notes on the
most important components that we should
remember in our journals.
28. Finally, students will receive their own
copies of the pictures to cut out and place in
their flip charts, separating them by
component and culture.
3/30/16
Lesson 13: Athabascan Artifacts

29. Review with students the process of
Interviewing an artifact and take a moment
to review the proper method for examining
the artifacts.
30. Describe each artifact that is around the
room so that students can decide where
they want to go first.
31. Allow students to explore the artifacts
as they wish, completing an interview page
in their notebook for each artifact that they
observe.
3/31/16
Lesson 14: Athabascan Beading

creating their own Athabascan beaded
flower and share student example.

information.
displayed on the board, so
As another form of
each component.
observations.
show several examples of
Athabascan beading and ask
students to share their
observations. Review how the
Athabascans used beading
and why it an important part
of their culture.
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4/1/16
33. Students complete their Athabascan

beading by the end of the day.
Lesson 15: Post-Test and Reflective
writing
34. Have students complete the post-test on This post-test will be analyzed
the cultural attributes and
against students scores from
comparing/contrasting two cultures.
the pre-test to assess the LGS
for the class.
35. After completing the test, students
Allowing students this time of
begin a writing assignment reflecting on
reflection and also to share
their learning from the unit. They may
their learning will be an
discuss their favorite part or talk specifically important part of the process
about what their favorite project was. These for them in the unit.
will be shared on our classroom blog when
the students finish.
Conclusion
36. As a concluding activity to the unit, the
class will take a field trip to the Sheldon
Jackson Museum to see more examples of
artifacts from different cultures and put what
they have learned into practice.
While they are at the museum,

students will complete a final
activity where they reflect on
different questions that they
have about the objects, and
where they might be able to
find answers to those
questions.
Closure
Closing the unit, we will have a class
discussion about the unit as well as our visit
to the museum. Students will share any
questions they came up with and if they
were able to find answers. If not, we may
work as a class to discover answers for
ourselves.
Differentiation
Learner Variability based on content pre-assessment and class demographics:
Depending on how students do completing the pre-assessment, I may chose to alter
my instruction on a specific topic by adding further instruction or not spending as
much time on a specific topic. Based on the diversity of the class, I will also need to
provide differentiation in the form of additional time, altered instruction, or
additional guidance on specific lessons.
Differentiated Assessments:
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Students will all complete the same pre and post-test, however, some students may
receive additional instruction or time based on their needs for the test. The picture
matching does not require much reading or writing, and so most students should be
able to complete that section on their own. However, if a student has difficulty with
the writing portion in the Venn diagram, they may either dictate what they want to
write to a teacher, or orally explain the similarities and differences at a separate
time to the teacher. These accommodations will be determined with the classroom
teacher, special education staff, and the student.
Differentiated Instruction:
The information provided throughout the unit is presented in a wide variety of
formats. Group discussions, whole class instruction, visual learning, interacting with
artifacts, and creating artwork are all methods that are used. The hope is that
students will be able to access the information for the unit through one or all of
these avenues depending on their strengths and learning styles. Instruction will
also be altered based on the results of formative assessments taken throughout the
unit to determine student understanding of the specific section and if some may
need some additional instruction or help with a concept.
Culture and Language connections
This unit is very culturally relevant to students in Southeast Alaska. Although we

are studying Alaska Native cultures from other areas of the state besides
Southeast Alaska, they are culture that share similarities with what they have
studied before about Tlingit and Haida cultures in the state. This is a topic that
is very relevant to anyone living in the state of Alaska, and the students will
come away with a better understanding of those people who live in different
regions around the state.
Because the information in this unit is presented in several formats, including
many visual learning methods, students who have different language barriers
will still be able to access the information and understand the material that they
need to know to be successful. Any specific terms that are unfamiliar to
students will be reviewed and studied as a class to make sure that all students
are on the same page of understanding.
Three Lesson Plans:

Lesson Design Template: MAT/Certification Elementary
CandidateName:MeganFondell
HostTeacherName:Mr.Bryner
School:KeetGooshiHeenElementary
GradeLevel:4
#ofStudents:22
Date&TimeofLesson:
LengthofLesson:50minutes
TopicofLesson:InupiaqCulturalAttributes
ContentArea:SocialStudies
Materials:Includeallmaterialsincludingtechnology:AKNativejournals,iPads,InupiaqPowerPoint,
Websitesforresearch:http://www.alaskanative.net/en/mainnav/educationandprograms/culturesof
TEACHER WORK SAMPLE

23
alaska/inupiaqandstlawrenceisland/,http://www.akhistorycourse.org/articles/article.php?artID=151
http://www.akhistorycourse.org/articles/article.php?artID=196
Whalingvideo:https://www.youtube.com/watch?v=LAqEK7K5oCQ
Alaska
Standard:
AlaskaHistory:
AH.PPE.2.Usingtexts/sourcestoanalyzethesimilaritiesanddifferences
intheculturalattributes(e.g.language,huntingandgatheringpractices,
art,music/dance,beliefs,worldview),movement,interactions,and
settlementofAlaskaNativepeople.
GradeLevelStandard:
LO.30.AlaskaHistory/Nativecultures
STAGE ONE
Objective(s):
1. Students will be able to identify the
different cultural attributes of the
Inupiaq people, including
geography, homes, food, tools and
weapons, transportation, and
clothing.
STAGE TWO:
Student Assessment:
1. Students will collaboratively research and
complete notes regarding each cultural
attribute for the Inupiaq culture.

Introduction/Hook: What Alaska native culture do we have here in Sitka? In the past,
youve learned about the Tlingit culture that we have here in Southeast Alaska. Over the
next few weeks, were going to learn about other Alaska Native cultures from regions
around the state. Show a map of Alaska with the different cultural regions listed. Were
going to start by studying the Inupiaq people who live in the far north of Alaska. What
do you think might be different about where they live compared to Sitka?
Processes and products
Differentiation/Accommodations/Modifications
(optional)
Break students into 6 groups and
Material will be presented in a variety of
assign each group to one of the
cultural components we are
formats, including a video, classroom
studying.
discussion, pictures, and reading.
With one iPad per group, students
When taking notes, I will display an example
will work together to research their
on the board for the class as well, so
cultural component and discover as
students who have trouble writing quickly
much as they can about that part of
will have a reference point to go back to.
Inupiaq culture. They will utilize the
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24
three websites given to begin their
Through small group research, students will
research.
be able to approach the material through a
When groups have finished their
variety of formats, and struggling students
research in their groups, we will
will be given more time and additional
come back together as a class to
prompting to interpret information.
share their findings and complete
our notes.
Have each group share what they
found about their cultural attribute.
After students share, work through
the Inupiaq PowerPoint describing
each attribute and collaborate as a
class to determine the most
important points to put in our notes.
Share the whaling video with the
class and have students identify the
cultural aspects that they noticed in
the video based on what we have
learned so far.
Closure:
Now that weve learned some more about the Inupiaq culture, share with your table
partner what you think the most interesting aspect is and why. Do you think you would
like to live in a traditional Inupiaq village? Why or why not?
How is this lesson sensitive to cultural and language issues?
The students have already learned about the Tlingit culture here in
Southeast Alaska, so this lesson allows them to expand that knowledge to
include other cultures around the state. Although students may not be
familiar with living in the northern region of Alaska, the differences will be
related to their lives here in Sitka as much as possible. All of the material in
the lesson will be presented in a variety of formats, and multiple visual aids
will be utilized to help any students who struggle to retain written
information.
Reflection:
This lesson did a good job of introducing the aspects of the Inupiaq culture to the students. We
will be building on this base of knowledge as we complete our other activities throughout the
week. I was initially worried that there would be too much traditional lecture style of teaching
by going through the PowerPoint and having students take notes, but to my surprise the students
were very engaged and interested through all of the PowerPoint slides. I think that reviewing the
attributes together as a class, rather than just having students present the information they found,
allowed everyone to have a more complete picture of what each aspect was like for the Inupiaq
people. They also really liked seeing the different pictures and were very interested in how
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25
different the lifestyle was. The video also did a great job of engaging students and allowed them
to see some of the attributes first-hand in a real-life example.
GradeLevel:4
#ofStudents:22
Date&TimeofLesson:
TopicofLesson:InupiaqArtifacts
ContentArea:SocialStudies
Materials:Includeallmaterialsincludingtechnology:AvarietyofInupiaqartifactsfromSheldon
JacksonsHandsonLoanprogram,AKNativeJournals
Alaska
Standard:
Alaska History:
AH.PPE.2. Using texts/sources to analyze the similarities
and differences in the cultural attributes (e.g. language,
hunting and gathering practices, art, music/dance, beliefs,
worldview), movement, interactions, and settlement of
Alaska Native people.
Grade Level Standard:
STAGE ONE
Objective(s):
1. Students will analyze artifacts from the
Inupiaq culture.
STAGE TWO:
Student Assessment:
1. Students will Interview several artifacts,
taking detailed notes in their AK Native
Journals.

Introduction/Hook: You may have noticed when you came in that there are several
different things around the room that we dont normally have. Today, we are going to be
able to pretend that our classroom is a museum and explore some real artifacts from the
Inupiaq culture in order to discover more about how they lived.
(optional)
Explain to students the process of
By completing this activity, students will be
Interviewing an artifact. Be sure
to explain that we are trying to
able to explore the different cultural
make detailed observations and
attributes of Inupiaq culture through another
notice unique attributes or make
hands-on format, which will allow for added
inferences about each thing.
depth of knowledge.
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26
Model the process for students by

Students have the choice of which artifacts
completing the interview procedure
they would like to interview on their own
together with students on one of the
time.
objects.
Students also may work at their own pace,
List the steps of interviewing on the
allowing some students more time to
board for the students to reference
complete their observations if needed and
as they complete their own.
giving early finishers the opportunity to
interview more objects.
Together, review the expectations in
the rubric at the back of their
journals. Explain that their journal
will be graded based on those
standards and they should be
completing their best work possible.
Ask students what kind of
atmosphere they would find in a
museum. What would it sound like?
What would it look like? Those are
the same expectations that we will
have in our classroom during this
time. We are turning our classroom
into a museum.
After briefly going around the room
and introducing students to each
artifact to show them where they
are, students will begin their own
exploration by interviewing the
artifact of their choosing. They
should complete at least two
artifacts in the allotted time,
although some students may do
more if they finish early.
Closure:
When the time has ended, have students come back to their seats and discuss together
which artifact they found to be most interesting. Was there anything new that you
learned about the Inupiaq culture by analyzing these different artifacts?

Because this lesson is very hands-on, it will allow the students an
opportunity to learn about these cultural aspects in a very tangible format.
They will be able to see first-hand how the different tools, clothing and
transportation items worked. It also allows students to write their
observations in their own words, so they are able to talk about what they see
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based on their own understanding, which could be different from another
students understanding.
Reflection:
This was a very fun lesson to teach and the students had a great time interacting with the
different artifacts. I really liked how the objects were able to take the things that we had been
learning and talking about and give the students something very tangible and real to compare it
to; that aspect helped a lot of them understand the material more deeply. We ended up not
having a ton of time for students to explore as many artifacts as I had wanted, though. In the
future, when we do this same lesson again for the other cultures, I will try to block out more time
to allow students to observe, possibly even allowing two separate days, so that they have plenty
of time to visit several of the objects and make their observations.

GradeLevel:4
#ofStudents:22
Date&TimeofLesson:
TopicofLesson:Compare/ContrastWriting
ContentArea:Writing,SocialStudies
Materials:Includeallmaterialsincludingtechnology:Compare/contrastwritingpacket,AKNative
Journals
Alaska
Standard:
Alaska History:
AH.PPE.2. Using texts/sources to analyze the similarities
and differences in the cultural attributes (e.g. language,
hunting and gathering practices, art, music/dance, beliefs,
worldview), movement, interactions, and settlement of
Alaska Native people.
Grade Level Standard:
STAGE ONE
Objective(s):
2. Students will understand the
components of
comparing/contrasting in writing.
3. Students will be able to
compare/contrast living in Sitka vs.
living in a traditional Inupiaq village.
STAGE TWO:
Student Assessment:
2. Students will write a short piece
comparing/contrasting living in Sitka and
living in a traditional Inupiaq village.
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28
Introduction/Hook: Can you imagine yourself living in a traditional Inupiaq village like the
ones weve been studying this week? What kinds of things do you think would be
different if you lived then vs. living in Sitka now? This week were going to be learning
about comparing and contrasting and completing a writing piece that compares and
contrasts those two things.
(optional)
Review together the
comparing/contrasting packet which Students will have an opportunity to
defines the two words and also lists
explore this topic through whole group
different techniques for comparing
discussion, as well as guided practice and
and contrasting.
individual work, which will allow a gradual
release of responsibility as students learn
Have students quickly complete the
the skill of comparing/contrasting.
outline comparing/contrasting living
The length of their writing will be dependent
in a rural area vs. living in an urban
area. Share together as a class the
on student ability and writing skill. Higher
different ideas they came up with.
skilled writers will be expected to complete
a 3-4 paragraph essay including an
Introduce students to the prewriting
introduction paragraph, body, and
outline that will help them think of
conclusion. Other students may only be able
similarities and differences between
to complete one or two paragraphs based
their two topics.
on their writing skill.
Allow students time to move through
the writing process steps: prewriting,
rough draft, revise/edit, final draft,
publish (blog).
As students complete the writing
(this will be worked on over several
days of the week) be sure to have
individual writing conferences with
students to see how their writing is
progressing and make and
suggestions/changes that need to be
done.
Closure:
When students are finished writing, have any students who are willing share their piece
with the rest of the class describing the similarities and differences that they found.
Being able to compare an Inupiaq village to their lives here in Sitka is a very
relevant topic for students, and should allow them to be able to relate to the
subject matter. There will be added support and guidance for students who
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29
need it throughout the writing process so that each student is able to
complete a piece that reflects their skills and abilities at the time.
Technology:
Technology will be utilized throughout the unit as a way to enhance student
learning. There will be several videos and PowerPoints that will be shared
during direct instruction to demonstrate the different attributes and cultures
that we will be learning about. Students will also be using the classroom
iPads to do individual research on different cultural components in small
groups. The school computers will be utilized as students complete their
writing in order to publish their work to our classroom webpage and their
individual blog. The use of this technology will be as a way to allow students
to interact and learn the information through a variety of formats and bolster
their learning experience.
Instructional Decision-Making
The pre-assessment did a great job of informing of several things for
my instruction of the unit. Overall, I was able to have a good idea of what
knowledge students already possess and what things will need to be covered
during my teaching. Not surprisingly, most students didnt know much about
the Alaska Native cultures I was testing on before we started the unit.
However, aside from the specific content knowledge that they were
obviously missing, there were some other key components that I discovered
would need to be addressed during my teaching in order for students to be
successful.
One student in particular, A.W., had some trouble with the Venn
diagram at the end of the test (see example at the end of this section). Not
TEACHER WORK SAMPLE

30
only did he not know what to put into the diagram, but he hasnt had much
experience with comparing/contrasting before, and so there were a lot of
new things being thrown at him all at once. There were other students in the
class as well who I could tell were having some trouble with this concept.
Based on this observation, and the results of their pre-tests, I decided that it
would benefit the class to have some additional instruction with using a Venn
diagram as well as looking specifically at the concept of
comparing/contrasting two things.
To accommodate this extra instruction, I decided to incorporate the
concept into my writing lessons for the week. Each week the class works
through a writers workshop model and is presented with one or two minilessons on a specific concept or topic in writing. I created a mini-lesson on
the ideas of comparing/contrasting and had the students complete a writing
piece analyzing the differences between living in a rural Inupiaq village and
living in Sitka today. They had to utilize a Venn diagram to brainstorm
different similarities and differences, giving them more exposure to that
model, and also had to list evidence to support the similarities and
differences based on what we had learned in class.
After reviewing students writing throughout the week, I believe that
A.W., as well as many other students in the class had a better grasp of the
concept of comparing/contrasting two different things. Also, because they
were able to take a deeper look at life in an Inupiaq village, they deepened
their knowledge of that culture by applying it to their writing assignment.
This seemed to be a good exercise for the students and will help to prepare
TEACHER WORK SAMPLE

31
them to meet the learning goal for comparing and contrasting two Alaska
Native cultures that we are studying.
A second change to my instruction happened during the actual
teaching of the unit. One of the students, A.R., was not completing the
picture notes that we were adding to flipcharts in our notebooks (see
example at the end of this section). As an alternative way of presenting the
information they were learning, rather than just having the students write
the difference cultural attributes for each culture, I also had them cut out
pictures giving examples of those cultural attributes and then glue them into
a flipchart for future reference. This is useful for them to see because the
pictures I used are also some of the same ones that are on the pre and posttest. A.R. was not the only student who did not finish organizing his pictures
into the flipchart, and there were some students who confused the different
categories and glued their pictures in the wrong section.
One easy solution to this problem is to simply give those students
some extra time to finish adding their pictures to the sections that they need
to. However, Im worried that they may forget what we had covered at the
time of the lesson or mix up the categories again for each culture. To
combat this, in addition to giving students like A.R. some extra time to finish
their charts, Im also going to have a final review activity that the entire class
can complete in small groups. For each group, Im going to print off the
same pictures for every culture, it will then be their job to decide which
culture the picture belongs to and also which category it should go into. For
example, I would have a picture of a baidarka, and the students would have
TEACHER WORK SAMPLE

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to remember as a group that it belongs to the Aleut culture and should go
into the category of transportation. They will work together to sort all of the
pictures this way.
My goal is that this will serve multiple purposes for the class. It will
help those students, like A.R., who did not finish or were confused about their
pictures remember what belongs to each culture. Because the activity is
completed as a group, those students who were able to complete their
flipchart and have a good understanding will be able to help others in their
group, while also reviewing their own knowledge and solidifying it for the
final test they will be taking. It will also be a fun collaborative activity for
students to complete together. After students have grouped their pictures in
their small groups, we will review their answers together and discuss any
differences or correct errors that may have occurred.
Analysis of Student Learning
Learning Gain Score Calculation:
1
Students
, N=
20
1
2
3
4
5
6
7
8
PreAssessmen
t Raw
Score, Top
Possible =
22
2
2
3
4
11
7
8
8
PostAssessmen
t Raw
Score, Top
Possible =
22
9
19
13
20
20
19
13
19
PreAssessmen
t
Percentage
9%
9%
14%
18%
50%
32%
36%
36%
PostAssessmen Actua
t
l Gain
Percentage Score
41%
86%
59%
91%
91%
86%
59%
86%
32%
77%
45%
73%
41%
55%
23%
50%
7
8
Potentia
l Gain
Score,
Top
Learnin
Possible g Gain
=
Score
100%
91%
35%
91%
85%
86%
53%
82%
89%
50%
82%
68%
80%
64%
36%
64%
79%
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9
10
11
12
13
14
15
16
17
18
19
20
3
4
6
4
9
7
5
5
6
5
8
4
17
16
20
7
21
15
12
15
21
5
19
13
14%
18%
27%
18%
41%
32%
23%
23%
27%
23%
36%
18%
77%
64%
86%
73%
55%
82%
91%
64%
73%
32%
14%
82%
95%
55%
59%
68%
36%
68%
55%
32%
77%
68%
45%
77%
95%
68%
73%
23%
0%
77%
86%
50%
64%
59%
41%
82%
Overall Learnging Gain Score
74%
67%
88%
17%
92%
53%
41%
59%
94%
0%
79%
50%
63%
Whole Class Analysis
Pre-Assessment Percentage
Post-Assessment Percentage
1.0 2.0 3.0 4.0 5.0 6.0 7.0 8.0 9.0 10.0 11.0 12.0 13.0 14.0 15.0 16.0 17.0 18.0 19.0 20.0
Student Number
Looking at the data from the pre and post-assessment across the entire
class, you can see that all but one student demonstrated some gains towards
a better understanding of the learning goal during the teaching of the unit by
showing a higher score on the post-assessment compared to the preassessment. That being said, there were still only nine students (about half
TEACHER WORK SAMPLE

34
the class) who received a score of 80% or greater on the post-assessment,
which would be what I would consider showing proficiency in the subject
matter. Taking these things into consideration, as well as the fact that the
class had an average learning gain score of 63%, I am happy with the
progress that each student made, although I believe that some may still
require some time to sufficiently meet the learning goals for the unit.
Subgroups:
As a subgroup analysis, I am going to compare girls and boys performances
both in terms of their pre and post-assessment scores and also in terms of
their learning gain scores. I chose to analyze this subgroup because I would
like to see if there is a difference in learning for this subject matter between
different genders in the classroom.
Boys
Pre-Assessment
Percentage
Post-Assessment
Percentage
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35
Boys Learning Gain Score
Overall, the boys in the class made some good gains in their understanding
of the material, as shown by their learning gain scores. The overall learning
gain score when only looking at boys in the class was 34%. However, when
looking at their post-assessment results, only three boys scored higher than
80% on their post-assessment.
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36
Girls
Pre-Assessment
Percentage
Post-Assessment
Percentage
Girls Learning Gain Score
Percentage
100%
90%
80%
70%
60%
50%
40%
30%
20%
10%
0%
2.0
4.0
6.0
8.0
12.0
13.0
15.0
18.0
19.0
Student Number
When looking at the girls learning gain scores, you can see that not as many
girls made such large gains in their understanding of the material as
compared to the boys. This is also shown by the girls overall learning gain
score being 28%, slightly lower than the boys. However, this overall score
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37
could have been lowered significantly by a couple individual girls (#18, 12)
who made little or no gains in their score. In addition, there were six girls
who scored an 80% or greater on their post-assessment as compared to only
three boys. This shows me that overall, the boys may have made more
gains in their learning and understanding of the subject matter, but the girls
were able to sufficiently demonstrate a proficient understanding of the
subject matter on the post-assessment.
Individuals:
The first student that Id like to analyze is the student who had the
highest learning gain score out of the entire class. He is student #17 on the
chart and received a learning gain score of 94%. His initial score on the pretest was only 27%, but he then scored a 95% on the post-assessment. This
shows me that he was certainly able to meet the learning objectives for this
unit and show proficiency in the subject matter.
One great example of the gains he made in understanding is by
comparing his first attempt at completing the Venn diagram in the preassessment and then his final attempt on the post-assessment. He did not
have any information on the first assessment, because he obviously did not
have any knowledge about the different cultures to be able to compare them
to each other. However, after actively participating in classroom discussions,
taking effective notes, and completing the various activities throughout the
unit with the class, he was able to increase his understanding and show a
vast amount of knowledge when comparing the Aleut and Athabascan
cultures on his post-assessment.
Student #17 Pre-Assessment Venn Diagram
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Student#17PostAssessmentVennDiagram
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39
Not only did this student demonstrate an understanding of the subject
matter during the pre and post-assessments, but he also showed gains
during the different formative assessments that were utilized throughout the
unit. He was one of the students who was unable to finish the flipchart with
picture notes in his Alaska Native Journal, because he was absent one of the
days that we covered that material on one of the cultures. However, he
benefitted from the review session that I planned where students worked in
groups to sort the different pictures into their appropriate cultures. In the
end, he only missed one of the fourteen picture questions on the final
assessment.
Student #17 Alaska Native Journal
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41
A second student that I would like to discuss is #18, who was the only
student in the class to show no gain in her understanding towards the
learning goals of the unit based on her pre and post-assessments. Although
this student shows no gain in understanding based on the numbers from the
assessments, I would like to discuss her further, because I feel there are
some additional circumstances that are important to keep in mind.
This particular student has been having a difficult time in class
participation throughout the entire semester. There are certain times of the
day where she will simply shut down and refuse to do any work or participate
at all. This is an issue that has been ongoing throughout her school career.
In fact, this is the first year that this particular student has not been on an
IEP in the classroom. The host teacher and I have been working with her as
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42
well as the school counselor, principal, and her parents to try to find a
solution, but at this point little progress has been made and there are still
unpredictable days. Because of this situation, there were several days
throughout the unit that she would shut down and refuse to do any of the
work she was being asked to complete. This required us to call the office
and bring in either the school principal or counselor, and many times it
wasnt until her dad was called and came to the school that she would
participate at all.
We tried several different strategies, including prepping her for what
work would be coming ahead of time, giving her a separate space to
complete her work, and allowing extra time to finish if it was necessary.
Sometimes these strategies would help, but other days there seemed to be
nothing that would get her to cooperate.
Taking all of these things into consideration, when she was completing
the final post-test, she was having a moment where she did not want to
complete the work given to her. She did only part of the test, and then
refused to finish the rest, even after I talked with her and offered several
alternatives (work in another area, dictate to a teacher and have them write
for her, etc.). She would not talk to me at all and we ended up having to call
in the principal again. We are still working with her to try and have her make
up some of the work that she has been missing due to not participating, but
because of the timing of the unit, I decided not to have her complete the
post-assessment as I felt that the other assignments were of greater
importance.
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Student #18 Post-Assessment Venn Diagram:
Nonetheless, I do believe that she made some progress in

understanding the learning goals for the unit, even though this
understanding is not reflected in her assessment scores. She did still
participate in some of the activities for the unit, and was actually a very
active participant in some of the more hands-on activities such as analyzing
the cultural artifacts that I brought into the classroom for students. She also
participated in many of the discussions we had in class, although she did not
write down many notes in her AK Native journal to reflect her learning.
Student #18 Alaska Native Journal
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44
If I were to complete this unit again, with a better understanding of this

student, I would have done things a little differently and hopefully had more
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45
success with her. I would have tried from the beginning to prepare her for
the different work that we were going to be doing in class so that she knew
each day what the expectations were going to be ahead of time. I would
have also provided more scaffolding for different assignments, perhaps
allowing her to write less and simply show her understanding through a
discussion. Finally, I would have prepped her more for the final assessment,
and allowed her some alternative form of taking the test from the beginning
so that she didnt shut down immediately. Perhaps taking her outside at the
beginning and letting her know what we were going to do and then
explaining that she could have an adult write her responses for her if she
wanted that accommodation.
Reflection and Self-Evaluation
The learning goal where my students were the most successful based
on the post-assessment was that of comparing/contrasting two of the Alaska
Native cultures that we studies throughout the unit. The showed their
understanding of this concept by completing a Venn diagram listing and
analyzing the different cultural components that are similar and different
between two of the cultures. One possible reason for their success in this
goal is that we spent time in class working on comparing and contrasting
through different writing assignments, so students were familiar with the
concept of the Venn diagram already and they understood how to analyze
the similarities and differences.
Another possible reason could be that I led a discussion with the whole
class during a review session for the test where we completed our own Venn
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46
diagram as an example for two of the cultures. I had students share their
ideas and thoughts for what we should put in each section, and I believe this
helped to show the students what I was expecting and what they would need
to put in their own diagram to be successful.
The learning goal where my students were least successful on the postassessment was that of identifying the different cultural components for the
Alaska Native cultures that we had studied. There are several possible
reasons for students not being as successful at this task to demonstrate their
understanding. One reason could be the format and design of the actual
assessment. I had the students matching pictures of the different cultural
components that we had seen before when we studied each culture.
However, when I had to put the pictures into the test, they had to be printed
in black and white and may have been harder for students to see to
understand what they were. This issue could have been easily solved by
provided some other format for the test, perhaps having students complete
the test electronically so that they could see higher quality images.
In addition, this was an area in the unit where students did not have as
much time or experience working with the pictures in their notes. Because
of time constraints, I was not able to spend as much time allowing students
to match and complete their picture flip charts for each culture as I would
have liked. I thought I could solve this issue by having them complete a
group activity where they match the pictures together and sort them into the
corresponding culture, which did help some students, but did not effectively
assist everyone. If I were to do this unit again, I would firstly allow more time
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for individual students to complete their flip charts, and also possibly have
students work on the picture sorting activity not only in groups, but also as
individuals, to make sure that each student is participating and learning the
information.
Professional Development:
One learning goal that emerged from my work with this unit was the
idea of 100 percent student engagement and participation. I could see from
my work throughout the unit, formative assessments, and the postassessments that not every student was engaged in the material and
reaching their potential towards the learning goals. I believe this is a goal
that I will continue to work on throughout my career, but there are certainly
steps that I can continue to take towards reaching it. Firstly, I can work on
having better accommodations and differentiation so that each student is
able to access the material at their own level and make gains in their
learning. In addition, I can continue to have other professionals observe and
comment on my teaching methods to allow me another perspective on how
students are participating and also what steps I could take to increase
student engagement.
A second professional goal that developed from teaching this unit is
that of continued self-reflection and analysis of my performance as a teacher.
I appreciated that this assignment required us to analyze students learning
gain scores and how effective our teaching was on student learning. I wish
to continue to analyze the effectiveness of my teaching methods to insure
that I am doing what I can to help students progress towards the learning
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goals in each subject. To achieve this goal, I should continue to have time
after my teaching for self-reflection, either in a journal or some other format
so that I can assess how I think I am doing as a teacher and also identify
areas of improvement for the future. I can also continue to assess different
areas of student learning through using a learning gain score calculation to
provide myself with data as to what students are learning and what areas are
in need of improvement.

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Alaska Native studies

region of Southeast Alaska. In the fourth grade, students move to looking at

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Design for Instruction

Overall, students scored significantly higher on the first learning goal

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Candidate Name: Megan

Host Teacher Name: Mr. Bryner

Grade Level: 4 # of Students: 22

Content Area: Social Studies

What Essential Questions will be

STAGE 1 Objectives/ Key Learning

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What students should be able to do.

Students will complete an Alaska Native

Summative: Students will take the same

classroom blog to be shared with

STAGE THREE: Opportunities to Learn

Lesson 1: Inupiaq Research

Working together in groups

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This jigsaw method helps the

Lesson 2: Inupiaq Notes

Lesson 3: Inupiaq Artifacts

These expectations should be

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Lesson 4: Inupiaq Artifacts Cont

Lesson 5: Ulu Art

12. Students complete their Alaska themed

Lesson 7: Aleut Notes

Before students begin, have

Working together in groups

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Lesson 8: Aleut Artifacts

Lesson 9: Aleut Artifacts Cont

Lesson 10: Aleut Hunting Hat Art

representing the information,

Working together in groups

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Lesson 12: Athabascan Notes

Lesson 13: Athabascan Artifacts

Lesson 14: Athabascan Beading

other and allows them to hear

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33. Students complete their Athabascan

While they are at the museum,

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This unit is very culturally relevant to students in Southeast Alaska. Although we