EDUC 450: PROFESSIONAL CLINICAL PRACTICE SCHOOL OF EDUCATION CLAFLIN UNIVERSITY UNIT WORK SAMPLE TEMPLATE

Candidate: Destiny Burns Cooperating Teacher: Mrs. Rosayln Weathers

Academic Year: Spring 2014

nd

District:Orangeburg Consolidated School District 5 School: Bethune-Bowman Elementary School Grade Level:2 Subject: English Language Arts & Social Studies Dates of unit: from February 3 to March 10

Section II: Description of Students: Describe (1) the number of students, (2) demographics of the students, and (3)
any other special features or important information that you included in your Long Range Plan as you described your students.

This a second grade English Language Arts, Math, Science, and Social Studies class at Bethune-Bowman Elementary School in Rowesville, SC, where there is a total of 23 students. There are 12 females and 11 males in the class. All of the students are African American with the exception of three students who are Caucasian. There are 21 students in the class who receive free lunch, one student receives reduced lunch, and one student receives full lunch. Two students receive resource daily for one hour from Mrs. Camp. Six students receive services from the Speech Pathologist, Mrs. Darby. There are six students whose reading levels are at the pre-primer stage. There are two students whose reading levels are at the primer stage. Six students reading levels range from 1.0-1.9. Six students reading levels range from 2.0-2.9. Three students reading levels range from 3.0-3.9.

Section III: Contextual Factors:Describe the contextual factors, including the (1) relevant student characteristics from
Section II, as well (2) as other factors related to the community, district, school, classroom or students, that are likely to impact instruction and/or student learning with regard to the selected instructional unit. Include a (3) description of the ways in which each of these factors will be taken into consideration during unit planning and instruction.

There are 12 females and 11 males in the class. All of the students are African American with the exception of three students who are Caucasian. There are 21 students in the class who receive free lunch, one student receives reduced lunch, and one student receives full lunch. Two students receive resource daily for one hour. Six students receive services from the Speech Pathologist. There are six students whose reading levels are at the pre-primer stage. There are two students whose reading levels are at the primer stage. Six students reading levels range from 1.0-1.9. Six students reading levels range from 2.02.9. Three students reading levels range from 3.0-3.9. The factors will be taken into consideration during unit planning and instruction by: 1. I will use the information regarding my students socioeconomic status to plan activities. I understand when planning my lessons that some of them may require materials to be bought or materials to be used at home. If my students live in a low income household, then I cannot hold them responsible because of their home situation. 2. Two students receive resource daily and six students receive services from the Speech Pathologist. I have to adjust my units to fit these students needs and allow them more time to be taught the material they miss while in resource or speech. I have to understand these students may not grasp material as easily others and strategize to help them. Revised Fall 2013 ACEI/NAEYC 2010 Standards

3. I will particularly focus on the students reading levels that are in the pre-primer, primer, and range from 1.0-1.9. These students are very low in reading so I will have to find books that are appropriate for them to read at his or her level. When searching for reading documents, I will have to take these students into consideration.

Section IV: The Unit Plan Section IV A: Major Unit Objectives (1)List the unit objectives and (2) indicate the corresponding state standards.
(Remember objectives must contain 4 parts: performance, product, conditions and criterion.)

Unit Objectives
1. English Language Arts Ask and answer such questions as who, what, where, when, why, and how to demonstrate understanding of key details in a text. Compare and contrast two or more versions of the same story (e.g. Cinderella stories) by different authors or from different cultures. Write opinion pieces in which they introduce the topic or book they are writing about, state an opinion, supply reasons that support the opinion, use linking words (e.g., because, and, also) to connect opinion and reasons, and provide a concluding statement or section. Write informative/explanatory texts in which they introduce a topic, use facts and definitions to develop points, and provide a concluding statement or section. Distinguish shades of meaning among closely related verbs (e.g., toss, throw, hurl) and closely related adjectives (e.g., thin, slender, skinny, scrawny). Social Studies Recognize the characteristics of the local region, including its geographic features and natural resources. Recognize the features of urban, suburban, and rural areas of the local region. Identify the basic functions of government, including making and enforcing laws, protecting citizens, and collecting taxes. Recognize different types of laws and those people who have the power and authority to enforce them. Identify the roles of leaders and officials in government, including law enforcement and public safety officials.

Correlated Standards/Expectations
RL.2.1

2. 3.

RL.2.9 W.2.1

4. 5.

W.2.2 L.2.5b

1. 2. 3. 4.

2-1.2 2-1.3 2-2.1 2-2.2

5.

2-2.3

Section IV B: Unit Plan

Describe your instructional plan that is, the (1) sequence of steps that you need to follow if your students are to achieve the unit objectives. (2) Describe the key instructional activities, strategies, materials and resources including instructional technology), and indicate the unit objectives (numbered according to the order in which they are listed in Section IV A) that are addressed. SUBJECT: English Language Arts

Instructional Plan for the Unit

Activities/Strategies/Materials/Resources Unit Objective Number(s)

The anticipatory set of the unit is the first sequence of steps to achieve the unit objectives. The anticipatory set is the hook of the lesson which is to aim to catch the students attention. The anticipatory set may consist of Brain Pop Jr. videos which will be viewed on the promethean board. At the beginning of each story, there is an essential

All Unit Objectives

Revised Fall 2013 ACEI/NAEYC 2010 Standards

question which will be answered during the duration of the story. Additionally, there is a video on www.pearsonsuccess.net which will help answer the question for the particular story. The website has other vocabulary activities and grammar lessons available. The Direct Instruction is the most important sequence step because this is where the students are taught the material for the lesson. Before reading the story, this sequence step will be based on discussing the type of story it is such as myth, fable, expository text, etc. This discussion will be led into the reading of the story. After the students have listened to the story on the CD, then the teacher will ask the students the questions in the teacher edition of the book. This will give students a better understanding of the story. The Guided Practice will be the teaching and reviewing of spelling and vocabulary words from the story. The sequence step will also involve teaching the students a mini-lesson on a grammar subject. The students will be guided through examples to further the lesson. The students will watch a video or be shown a PowerPoint presentation on the grammar subject to reinforce the lesson. The Independent Practice is the sequence step where students will work individually on an assignment to prove they have understood the material that has been taught. These will usually be worksheets that coincide with the story with vocabulary words or concept questions for the story. The Closure of each lesson will be a review of the story highlights and vocabulary and spelling words. The students will have a writing topic each week which will coincide with the story. The writing topic deals with the type of story that was read.

All Unit Objectives

All Unit Objectives

All Unit Objectives

All Unit Objectives

Integration of the Arts: The students will sing along with the www.pearsonsuccess.net which will have a song which coincides with the grammar lesson for the week. The students will listen to the song the first time and then sing along the second time. Each student has a writing journal which has the space for a picture and the lines to write beneath. Students will be able to draw a picture for the story and then write about it. Integration of Health: The teacher will discuss with the students the healthy decisions the characters made in the story. Integration of Physical Education: Students are given permission to walk around the room and share his or her writing with peers. Also, students are allowed to stand and dance with the Sing With Me video.

All Unit Objectives

All Unit Objectives All Unit Objectives

SUBJECT: Social Studies

Instructional Plan for the Unit

Activities/Strategies/Materials/Resources Unit Objective Number(s)

The anticipatory set of the unit is the first sequence of steps to achieve the unit objectives. The anticipatory set is the hook of the lesson which is to aim to catch the students attention. The anticipatory set may consist of Brain Pop Jr. videos which will be viewed on the promethean board. The video will show the students the main concept of the lesson. The Direct Instruction is the most important sequence step because this is where the students are taught the material for the lesson. Students are taught the information for social studies by teaching them about the important concepts which will be discussed in the unit. The teacher will lead a discussion by asking student questions about the topic to help them understand what will be taught. The Guided Practice will be choral reading of the textbook pages with the students and asking questions during the reading. The Independent Practice will be for students to look up definitions in the dictionary. Students will choose a word to complete a Frayer Model on. The Closure of the lesson will be to review what has been taught. The students will share his or her Frayer model with the class.

All Unit Objectives

All Unit Objectives

All Unit Objectives

All Unit Objectives

Revised Fall 2013 ACEI/NAEYC 2010 Standards

All Unit Objectives

Integration of the Arts: The students will color a map of the state of South Carolina and learn the a song to help them remember basis facts such as the capital of South Carolina, the name and capital of our country, our planet, our continent, and the town they live in. Integration of Health: The students will walk to the board to point to states or continents on the map. Integration of Physical Education: The students will choose movements to go along with the song they are learning.

All Unit Objectives All Unit Objectives All Unit Objectives

Reflect on the instructional plans for the units: How does this instructional plan (1) establish a balance between grade-level academic standards and expectations and the needs, abilities and developmental levels of individual students? (2) Discuss the strategies used to teach students on varying levels. (3) Discuss how you designed your instructional plan using students characteristics, needs and learning contexts.

The instructional plan for each content area is aligned with the Orangeburg Consolidated School Dist rict Fives pacing guide. There is an establishment of the balance between grade-level academic standards and expectations and the needs, abilities and developmental levels of individual students because the Reading Street Series has instruction methods for each group of students. All students are involved in every lesson but the lesson is catered towards his or her needs. The instructional plan was designed using students characteristics, needs, and learning contexts by using contextual factors to help plan the lessons or units. During instruction, here has to be something for every child. The contextual factors such as socioeconomic status, reading levels, resource students, etc. help me plan for these students who need additional help.

Section V A: Unit Assessments - List the key unit assessments. Type of Assessment (Check one for each assessment) Teacher-Made Commercially (A copy of each teacher Available

Key Unit Assessments

made assessment must be attached to this plan.)

Story Comparison Opinion Writing Verbs & Adjectives Map It Out Comparing Communities

Reflect on the unit assessments: (1) How did you determine that your unit assessments are valid and reliable for all students? (2) How did you use your prior understanding of students skills to plan your instruction?

I determined the unit assessments were valid and reliable for all students by viewing the information to see whether the assessment coincided with the material that was taught to the students. I reviewed each standard to see whether the assessment matched. I used my prior understanding of students skills to plan instruction by

Revised Fall 2013 ACEI/NAEYC 2010 Standards

reflecting upon the skills of each of the students. Half of the class performs very low academically. I had to understand this in order to prepare for instruction. By knowing that most of the class performs low, I had to cater to those students needs as much as possible. I used other instructional strategies to help these students such as visuals, videos, and the www.pearsonsuccess.net website.

Section V B: Assessments (1) Describe and attach the assessments for each unit objective. (2) Include descriptions
of any necessary accommodations. For each assessment, (3) include the evaluation criteria (i.e., describe and/or attach each appropriate scoring rubric, observation checklists, rating scales, item weights and the like). (4) Attachments must be clearly labeled to indicate their relationship to the elements in the table below.

English Language Arts Assessments Unit Objective 1: Pre-Assessment(s) Resource students will be given additional time and/or have the assessment read to them. Resource students will be given additional time and/or have the assessment read to them.

: Post-Assessment(s)

Evaluation Criteria A=93-100 B=85-92 C=77-84 D=70-76 F=69 and below A=93-100 B=85-92 C=77-84 D=70-76 F=69 and below

: Other Assessment(s) N/A

Unit Objective 2: Pre-Assessment(s)

Resource students will be given additional time and/or have the assessment read to them.

: Post-Assessment(s) Resource students will be given additional time and/or have the assessment read to them.

A=93-100 B=85-92 C=77-84 D=70-76 F=69 and below A=93-100 B=85-92 C=77-84 D=70-76 F=69 and below

: Other Assessment(s)N/A

Unit Objective 3: Pre-Assessment(s)

Brainstorming Begins on Monday Final Draft due on Friday

Rubric (see attachment)

: Post-Assessment(s)

Rubric (see attachment)

: Other Assessment(s) N/A

Unit Objective 4: Pre-Assessment(s) Brainstorming Begins on Revised Fall 2013 ACEI/NAEYC 2010 Standards Rubric (see attachment)

Monday : Post-Assessment(s) Final Draft due on Friday Rubric (see attachment)

: Other Assessment(s) N/A

Unit Objective 5: Pre-Assessment(s)

Resource students will be given additional time and/or have the assessment read to them.

: Post-Assessment(s) Resource students will be given additional time and/or have the assessment read to them.

A=93-100 B=85-92 C=77-84 D=70-76 F=69 and below A=93-100 B=85-92 C=77-84 D=70-76 F=69 and below

: Other Assessment(s) N/A

Section V C:After administering the pre-assessment(s), (1) analyze student performance relative to the unit objectives. (2)
Attach one or more clearly labeled tables, graphs, or charts that depict the results of the pre-assessment(s) in a format that allows you to find patterns of student performance relative to each objective. (3) Summarize the results of the preassessment(s) and describe the implications of these results on instruction.

The pre-assessment and the same post-assessment are administered for each objective. It was shown that the students did not know much about the material because of the results of the pre-assessment. The graph data will show the growth in each assessment.

Section VI: Analysis of Student Learning

Once you have completed the unit, analyze all of your assessments and determine your students progress relative to the unit objectives. (1) Did the information increase your understanding of individual students performance? (2) Attach clearly labeled tables, graphs or charts that depict student performance (strengths and weaknesses) for the entire class, for one selected subgroup and for at least two individual students. For each visual representation, (3) provide a descriptive narrative that summarizes your analysis of student progress and achievement. Finally, (4) explain the ways in which you have assigned student grades (or other indicators of student performance), and what were the overall results? Based on the overall results, (5) did the students gain from this unit all that you expected? Why or why not? (6) Include a description of the ways in which these results have been recorded as well as how and to whom they have been reported.

The information did increase my understanding of individual students performance. This information did give me a better insight of how well my students performed.

Revised Fall 2013 ACEI/NAEYC 2010 Standards

Section VII. Reflection and Self-Assessment

(1) Reflect on and describe the relationship between your students progress and achievement and your teaching performance. If you were to teach this unit again to the same groups of students, (2) what, if anything, would you do differently, and why? What (3) specific aspects of the instruction need to be modified?

If I were to teach this unit again to the same group of students, I would do more interactive activities. I think the students understand material more when the activities are fun and relate to them. I think the guided practice needs to be modified in order to be more effective for the students.

Section V B: Assessments (1) Describe and attach the assessments for each unit objective. (2) Include descriptions
of any necessary accommodations. For each assessment, (3) include the evaluation criteria (i.e., describe and/or attach each appropriate scoring rubric, observation checklists, rating scales, item weights and the like). (4) Attachments must be clearly labeled to indicate their relationship to the elements in the table below.

Social Studies Assessments Unit Objective 1: Pre-Assessment(s)

Accommodations Resource students will be given additional time and/or have the assessment read to them.

: Post-Assessment(s) Resource students will be given additional time and/or have the assessment read to them.

Evaluation Criteria A=93-100 B=85-92 C=77-84 D=70-76 F=69 and below A=93-100 B=85-92 C=77-84 D=70-76 F=69 and below

: Other Assessment(s) N/A

Unit Objective 2: Pre-Assessment(s)

Resource students will be given additional time and/or have the assessment read to them.

: Post-Assessment(s) Resource students will be given additional time and/or have the assessment read to them.

A=93-100 B=85-92 C=77-84 D=70-76 F=69 and below A=93-100 B=85-92 C=77-84 D=70-76 F=69 and below

: Other Assessment(s) N/A

Unit Objective 3: Pre-Assessment(s)

Resource students will be given additional time and/or have the assessment read to them.

: Post-Assessment(s) Resource students will be given additional time and/or

A=93-100 B=85-92 C=77-84 D=70-76 F=69 and below A=93-100 B=85-92

: Other Assessment(s) N/A Revised Fall 2013 ACEI/NAEYC 2010 Standards

have the assessment read to them.

C=77-84 D=70-76 F=69 and below

Unit Objective 4: Pre-Assessment(s)

: Post-Assessment(s)

Resource students will be given additional time and/or have the assessment read to them.

A=93-100 B=85-92 C=77-84 D=70-76 F=69 and below A=93-100 B=85-92 C=77-84 D=70-76 F=69 and below

: Other Assessment(s) N/A

Resource students will be given additional time and/or have the assessment read to them.

Unit Objective 5: Pre-Assessment(s)

: Post-Assessment(s)

A=93-100 B=85-92 C=77-84 D=70-76 F=69 and below A=93-100 B=85-92 C=77-84 D=70-76 F=69 and below

: Other Assessment(s) N/A

Section V C: After administering the pre-assessment(s), (1) analyze student performance relative to the unit objectives. (2)
Attach one or more clearly labeled tables, graphs, or charts that depict the results of the pre-assessment(s) in a format that allows you to find patterns of student performance relative to each objective. (3) Summarize the results of the preassessment(s) and describe the implications of these results on instruction.

The pre-assessment and the same post-assessment are administered for each objective. It was shown that the students did not know much about the material because of the results of the pre-assessment. The graph data will show the growth in each assessment.

Section VI: Analysis of Student Learning Revised Fall 2013 ACEI/NAEYC 2010 Standards

Once you have completed the unit, analyze all of your assessments and determine your students progress relative to the unit objectives. (1) Did the information increase your understanding of individual students performance? (2) Attach clearly labeled tables, graphs or charts that depict student performance (strengths and weaknesses) for the entire class, for one selected subgroup and for at least two individual students. For each visual representation, (3) provide a descriptive narrative that summarizes your analysis of student progress and achievement. Finally, (4) explain the ways in which you have assigned student grades (or other indicators of student performance), and what were the overall results? Based on the overall results, (5) did the students gain from this unit all that you expected? Why or why not? (6) Include a description of the ways in which these results have been recorded as well as how and to whom they have been reported.

The information did increase my understanding of individual students performance. This information did give me a better insight of how well my students performed.

Section VII. Reflection and Self-Assessment

(1) Reflect on and describe the relationship between your students progress and achievement and your teaching performance. If you were to teach this unit again to the same groups of students, (2) what, if anything, would you do differently, and why? What (3) specific aspects of the instruction need to be modified?

If I were to teach this unit again to the same group of students, I would do more interactive activities. I think the students understand material more when the activities are fun and relate to them. I think the guided practice needs to be modified in order to be more effective for the students.

Revised Fall 2013 ACEI/NAEYC 2010 Standards

4 Pre-Assessment 3 Post-Assessment

0 RL.2.1 RL.2.9 W.2.1 W.2.2 L.2.5b

English Language Arts Standards

5 4.5 4 3.5 3 2.5 2 1.5 1 0.5 0 2-1.2 2-1.3 2-2.1 2-2.2 2-2.3 Pre-Assessment Post-Assessment

Revised Fall 2013 ACEI/NAEYC 2010 Standards

Student Work

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Revised Fall 2013 ACEI/NAEYC 2010 Standards

Revised Fall 2013 ACEI/NAEYC 2010 Standards

English Language Arts Assessments

Revised Fall 2013 ACEI/NAEYC 2010 Standards

Revised Fall 2013 ACEI/NAEYC 2010 Standards

Revised Fall 2013 ACEI/NAEYC 2010 Standards

Revised Fall 2013 ACEI/NAEYC 2010 Standards

Revised Fall 2013 ACEI/NAEYC 2010 Standards

Social Studies Assessments

Revised Fall 2013 ACEI/NAEYC 2010 Standards

Revised Fall 2013 ACEI/NAEYC 2010 Standards

Revised Fall 2013 ACEI/NAEYC 2010 Standards

Revised Fall 2013 ACEI/NAEYC 2010 Standards

Revised Fall 2013 ACEI/NAEYC 2010 Standards

Revised Fall 2013 ACEI/NAEYC 2010 Standards

Revised Fall 2013 ACEI/NAEYC 2010 Standards

Revised Fall 2013 ACEI/NAEYC 2010 Standards

Revised Fall 2013 ACEI/NAEYC 2010 Standards

Revised Fall 2013 ACEI/NAEYC 2010 Standards

Revised Fall 2013 ACEI/NAEYC 2010 Standards

Revised Fall 2013 ACEI/NAEYC 2010 Standards

Revised Fall 2013 ACEI/NAEYC 2010 Standards

Revised Fall 2013 ACEI/NAEYC 2010 Standards