Remmich Teacher Work Sample Student Teaching

Northern State University
Student Teaching Experience

Teacher Work Sample
Fall 2016
Candidate Name:
Matthew Remmich
Candidate Phone Number:
(605)222-8533
Candidate ID Number:
7133326
Name of School where data

was collected:
Groton Area High School
Subject/Content Area:
Social Studies
Grade Level:
8-10
Date Submitted:
5 December 2016
I understand that obtaining, or attempting to obtain, a passing grade on a TWS by falsification or

misrepresentation may result in a failing grade in a course or expulsion from the teacher education
program.
I grant permission for the School of Education to use my Teacher Work Sample as an exemplary
(outstanding) model for teacher candidate and university supervisor training purposes in the future. I
understand my name will remain on the document for proper credit.
Signature of Candidate Submitting the TWS:
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__MCR___(electronic submission)
Description
A Teacher Work Sample (TWS) is designed to assess the impact of teacher candidates instruction on
students learning as well as provide evidence of candidates teaching performance during the
Student Teaching Experience. The TWS assignment includes the following tasks:
I.
II.
III.
Professional Goal Setting and Reflection

Contextual Information
Instructional Design and Implementation (five lessons)
Format
Ownership: Complete the cover page verifying the TWS to be your own authentic work.
References and Credits: If you refer to another persons ideas or material (such as theorists), cite
these in a separate section at the end of the TWS under References and Credits. (APA is
recommended)
Font and Spacing: Use Arial size 12 font, double space all narrative portions, and print on both
sides.
Anonymity: Do not include the names of individual students, teachers, or staff as well as
participating schools in any part of the work sample in order to insure the anonymity of all involved.
An electronic copy of your completed TWS must be submitted to:
Your university supervisor (discuss the format)

D2L for Student Teaching (488) course
Your electronic portfolio/professional website (please remember to remove the cover page
with identifying information before posting).
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Task I: Professional Goal Setting (Goal Statement and Action Plan due week 2; Goal
Reflection due week 10).
Objective: Candidates set a professional goal, identify the action strategies they will use to achieve
that goal, and reflect on their learning and growth (as it relates to that goal) near the end of their
student teaching experience.
Resources: Candidates will use the NSU Conceptual Framework (see table below) as a guide for
determining their professional goal.
NSU Conceptual
Framework Categories
Knowledge of Self as an
Individual
Potential Category Outcomes

(You will choose one of these outcomes
as the basis for your goal)
Description
Respect and Concern for Students
Commitment to Health and Safety
Developmental Needs
Student Diversity
Knowledge of Content
Understanding Subject Matter
Knowledge of Content implies a broad

understanding of the centrality of content
knowledge for teaching, and ability to
organize central concepts and principles of
a subject matter, and a responsibility for
acquiring new knowledge.
Knowledge of Pedagogy
Planning
Implementation
Assessment
Classroom Management and Organization
Instructional Materials and Technology
Pedagogical Knowledge includes those

principles and strategies necessary for
effective teaching, including the planning,
implementation, and assessment of
instruction, classroom management and
organization, knowledge of curriculum and
instructional materials, and integration of
technology.
Knowledge of Self as a
Teacher and Member of a
Learning Community
Parent and Community Involvement

Commitment to Teaching
Interpersonal Relations
Professional Growth and Development
Knowledge of Self as a Teacher and

Member of a Learning Community calls for
a collaboration among teachers, students
and their families and communities that
embraces diversity, promotes a positive
sense of personal identify, and enhances
the possibilities for academic success.
Knowledge of the Learner
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Knowledge of Self as an Individual

recognizes the educators influence in the
lives of students and emphasizes the
importance of building trust relationships,
and setting positive examples.
Knowledge of the learner focuses on an
understanding of growth and development
of learners in the contexts in which
development takes place and an
understanding of how student diversity
interacts with the learning process.
1. Conceptual Framework Goal Statement, Action Plan, and Reflection:

a. Identify the Framework Category to which your goal aligns:
Knowledge of Pedagogy
b. Identify the specific Category Outcome you will use to determine your goal:
Classroom Management and Organization
c. Based on the outcome you selected, write a specific goal for this experience. After your goal
statement, provide a brief narrative explaining the reasons as to why you chose this goal.
My specific goal for this experience is to simply become more efficient and learn the best
practices for managing an effective classroom. More specifically, I wish to learn how to stop
unwanted behavior and maintain a positive atmosphere in my classroom.
d. Describe the action plan (steps/strategies and resources) required to accomplish this goal:
I feel that the most important action plan needed to achieve this goal is to simply immerse
myself in practicing some of the classroom management strategies. First and foremost,
maintaining the 5:1 ratio of positive comments/words to negative comments/words. I feel that
this is very important in maintaining students' respect and positive attitudes. Secondly, I wish to
gain an understanding on positive/negative reinforcement in the classroom and when/how to
use it.
e. Reflect on your progress/growth toward achieving this goal (this section due by week 10):
I did my best to maintain the 5:1 positive/negative comment ratio in my classroom and I feel I
was successful in maintaining a positive atmosphere in the classroom. Students were always
willing to comment on classroom discussion and make appropriate jokes relating to classroom
material. They were also excited and had fun during classroom activities. I feel that the students'
attitude in the classroom is attributable to my work in keeping a positive attitude in the
classroom.
I do feel that I have grown in my understanding of positive/negative reinforcement, however, my
understanding still requires more development. At times, in certain classes, students showed
signs of disrespect toward myself. My cooperating teacher and I discussed many best practices
for dealing with such instances as they are inevitable in a secondary education classroom due
to students' developmental stage. I worked on my implementation of reinforcement strategies
including speaking with students after class/school if I encounter repeated disrespectful
comments. A private conversation with the student on my classroom expectations usually
succeeded in minimizing much of the disrespectful comments in the classroom. However, I feel
that my balance between positive and negative reinforcement is weighted toward negative the
negative side. I attempted implementing more positive reinforcement strategies for the class
close to the conclusion of my experience and began receiving increased motivation and less
disrespectful instances in my classroom. I feel that in the future I will implement more positive
reinforcement strategies in my classroom to increase students' motivation and decrease the
amount of disrespectful comments with my students.
nmTask II: Contextual Information (due week 2); see rubric for scoring details
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Objective: Candidates gather contextual information and discuss factors that may influence the
teaching and learning process.
Resources: Use a variety of resources to gather contextual information including Census data for the
community, school Improvement Plan, cooperating teacher, Title I/SPED teachers, principal, school
counselor, Infinite Campus, student files (with administrative approval), school data available online.
http://doe.sd.gov/reportcard/listnew/
**The below information and resource is taken from Educational Testing Service Praxis Performance
Assessment for Teachers (PPAT) Candidate and Educator Handbook, copyright 2015. All rights reserved.
Contextual Information: This chart is designed to help you understand the many factors that affect teaching
and learning. Such factors include the community, classroom procedures, student demographics, and the
physical environment in which teaching takes place. Understanding these factors as they relate to your
teaching will help you determine the instructional strategies and approaches that will support your students
learning. In this chart, address any factors listed as they pertain to your teaching assignment. The
subcategories listed under each category are just suggestions; there may be other subcategories that you
would like to address, or there may be a subcategory listed that does not apply to your situation.
Categories of Contextual Factors
General Context of Your Students
(All subcategories listed in this box are required.)
Students grade and developmental levels; the age range
of students; the content area being taught; any other
factors that are pertinent to understanding your class
assignment
Community
(e.g., whether the area is urban, suburban, or rural;
socioeconomic information; census data for the
community)
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Description of the Contextual Factors

Students in my four classes range between 13-16
years old. I will be teaching two 8th grade civics
classes, one Freshman (9th grade), and one
Sophomore (10th grade) World Geography Class.
Students are currently in Erikson's Identity vs. Role
Confusion stage of Psychosocial development.
Regarding the 8th grade classes, remnants remain
of Erikson's Industry vs. Inferiority stage as students
in this grade are finishing their development of
personal competence. In addition, all students have
reached Piaget's Formal Operational stage of
cognitive development as all students have the
ability to think abstractly and test personal
hypotheses.
Students reside in a rural portion of the country and
a majority have an agricultural upbringing. The
community has a population of around 1,500 yet acts
as the center for many smaller surrounding
communities. The community is within 30 miles of
the region's major population center. According to
the 2010 census, the community had around 576
households with 373 families living in the town. The
population density of the community was 833.1
people per square mile. (2010 Census, US
Government)
District
(e.g., enrollment; percent of students receiving free or
reduced-priced lunches; graduation rates; ethnicities;
percent of students with IEPs; percent of students who are
ELLs; per-pupil expenditures)
School
(e.g., enrollment; percent of students receiving free or
reduced-priced lunches; ethnicities; percent of students
with IEPs; percent of students who are ELLs; teacher-tostudent ratio)
Classroom Demographics
(e.g., ethnicities; gender ratios; special needs, including
those of gifted students, those of students physical needs,
and those due to cultural characteristics).
Knowledge of Students
(in terms of the whole class and individual students)
(e.g., language needs; approaches to learning; prior
learning and experiences; academic
proficiencies/behavioral differences; areas of interest).
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The District has 601 total students. According to the

South Dakota Department of Education the school
has a majority White/Caucasian population (96%)
with an extreme minority of Black (1%), Asian (1%),
Native American (1%), and Haspanic/Latino
population (1%). The district has a 93% gradation
rate and high proficiency scores in math and English.
In grades 6-12 the Jr./Sr. High School has 312
students in total. The school has a 93% graduation
rate. 9% of students are on the free lunch program,
5% on reduced-price lunch program, and 14% of
students are economically disadvantaged. Teacher
student ratio is currently at 12 students for every
teacher.
Two immigrant students are in my classes and were
formerly taking ELL courses. However they have
lived in the United States from a very young age and
have achieved proficiency in English and
assimilation into their classrooms (they are actually
among the higher performing students in their
classes). However, these students offer additional
cultural considerations to include in my lesson
planning. The gender ratio for all of the classes
averages at 52% female majority. There is one highly
gifted student in the 8th grade civics class with seven
students on IEP's. In the 9th grade World History
class there are three students on IEP's. No highly
gifted or students on IEP's are in the 10th grade
World Geography. The only students with physical
needs in my classes are those with healing injuries
related to sports. They will be handled on a case-bycase basis based on their injury.
There are currently no students in my classroom with
language needs. There are other students who have
additional needs related to attention. One student
cannot focus on a single task when the student is in
a social setting. Sending him to a private setting
alleviates this. The remaining students on IEP's have
disabilities related to assessments and simply go to
the SPED room to receive assistance from the
paraprofessional. One insight provided by the
cooperating teacher is students' increased desire to
ask why. Therefore I will implement more
interpretation in my curriculum. Many students have
academic proficiencies outside of history however a
few have strong proficiency in history. Many students
in one class have had a history of behavioral
problems in the classroom specifically regarding
respect for the teacher. It is common for them to lash
out and punishments for this behavior are common.
Task III: Instructional Design and Implementation (due week 10)

Objective: Candidates design, implement, and assess a minimum of five lessons from multiple
subject and/or content areas. (see rubric for scoring on each component)
To complete this task refer to the Common Lesson Plan Template. You will complete the Common
Lesson Plan Template (below) for 5 different lessons, 3 of which must be lessons that were observed
by your university supervisor.
Teacher Candidate
Name:
Grade Level:
Subject:
Date:
Mr. Matthew Remmich

8th
Civics
12 October 2016
Millicent Atkins School of Education: Common Lesson Plan

Template
PLANNING
List the Common Core/State Standard(s) to be addressed in this lesson:
8.C.1.1 Explain how European ideals of government influenced the development of the U.S.
government.
8.c.1.3 Explain the ways in which governments meet the needs of citizens, manage conflict, and
establish order and security.
8.C.5.1 Analyze ways that citizens affect or influence the U.S. society and government.
List the Learning Objective(s) to be addressed in this lesson. Use the following
format: Students will be able to
Students will be able to compare the Mayflower Pact with the Constitutions
preamble.
Students will be able to interpret the purpose of the Mayflower Pact.
Students will be able to explain how the Mayflower Compact established the
foundation for the United States constitution.
Students will be able to analyze how preceding documents influenced the United
States Constitution.
Describe how the objective is relevant to students lives.
We all, along with the students, take for granted the rights secured for us by the
United States constitution. The right to freedom of speech secured by the first
amendment is used extensively by teenage youth on a daily basis. It is important
for students to understand where those rights come from, how to protect such
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rights from future persecution and how to recognize this persecution when it
occurs. In order to do this, students must first understand how and why such rights
are secured for us in the first place. How We the People provide consent to our
government to govern within our moral standards.
List the words relevant to the content area that you will either introduce and/or
review during your lesson.
Preamble, We the People, Mayflower Compact, popular sovereignty, limited
government, majority rule, Bill of Rights, Federal System, delegated powers,
reserved powers, concurrent powers.
List the materials you will need to teach the lesson.
Civics in Practice Textbook, Promethean Board, assessment guide,
ASSESSMENT
Pre-Assessment: Describe the instrument or process you will use to measure
students level of understanding toward the learning objective(s) prior to teaching
the lesson.
At the beginning of the lesson I will pose the phrase We the People and allow
students to analyze the phrase. It is a simple phrase that outlines the entire
premise of the United States government. The depth of answers I receive from this
question will outline students prior understanding of the lesson materials.
APPENDIX: Include a blank copy of the lesson pre-assessment. (if applicable)
Is your pre-assessment included at the end of this lesson plan?
Describe the timeline as to when you plan to administer the pre-assessment?
(Recommended timeline is a minimum of two days prior to teaching your lesson).
The lesson pre-assessment will be administered during class immediately prior to
the beginning of the lesson.
Create and insert a table/chart/graph that shows the pre-assessment data results.
(if applicable)
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Insert an image of your table/chart/graph here.
Describe how the results of the pre-assessment (what the students have
demonstrated they know) will be used to design the lesson objectives, instruction,
and post-assessment.
Based on the answers received from the pre-assessment I will be aware of the
degree of explanation I will need to provide the students in their interpretations of
the primary documents.
Post-Assessment: APPENDIX: Include a blank copy of the lesson post-assessment you will
use to measure students level of understanding toward the learning objectives after teaching the
lesson.
Is your post-assessment included at the end of this lesson plan? See textbook
page 91.
APPENDIX: Include a copy of a Key/Product (completed by you, the teacher) which provides a model
of the desired outcome.
Is your key included at the end of this lesson plan?
TECHNOLOGY
Describe the instructional and/or assistive technology that you plan to incorporate
into the lesson to enhance instruction and student learning.
I will utilize a projector and Promethean board combination to show a PowerPoint
with visual aids for the students to reinforce the lessons objectives. In addition the
PowerPoint will also provide additional points for the students notes.
ACCOMMODATIONS
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Describe the accommodations/differentiation/modifications you will use to meet

the needs of all learners and accommodate differences in students learning,
culture, language, etc. * Be sure that these accommodations are based on what
you identified/described in your contextual information (Task II).
The lesson takes into consideration visual, auditory and kinesthetic learners. Visual
learners will be engaged by the primary documents themselves. They will be given
the opportunity to read and interpret the primary documents as well as be
stimulated by complementary visual aids presented on the board. Auditory
learning will be accommodated by the classroom discussion following the reading
of primary documents. Kinesthetic learners will be accommodated by the ability to
hold in their hands physical primary documents that they may read and interpret. I
will also provide an analysis guide that will outline objectives and the main
questions that I wish for students to grasp. On the analysis guide students will be
able to write their own interpretations down before sharing the thoughts with their
peers. The analysis guide will provide accommodations to all three learning types
as the reading will accommodate the visual learners, discussion the auditory
learners and the writing the kinesthetic learners.
MANAGEMENT
Identify the management and motivational strategies you will use to meet student
behavioral/developmental needs in order to keep students on task and actively engaged throughout
the lesson.
The consistent flow of the lesson will be my strongest management tool. During
the lesson, I will have minimal breaks to prevent the proliferation of side
conversations between students. Students will be constantly engaged with lesson
materials and classroom instruction so that they are not provided the opportunity
to cause act out. Consistent verbal and non-verbal prompts to students who act
out of line will also be provided to remind students of my general classroom
expectations.
Students will have the opportunity to read primary documents and provide their
own interpretation of such documents. They will then be able to share with their
peers their individual interpretation of the documents. Being so young, many
students are not given the opportunity to take part in such transfer of thought. An
opportunity to do so will provide motivation for students as a fresh experience will
be most welcome.
At the beginning of the lesson I will make the expectation clear that raising hands
to be called on before sharing thoughts will be the only way a student can share a
thought. In addition, talking is to be ceased and students will listen intently to
each person as they share their thoughts.
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LESSON IMPLEMENTATION
I Do
(Teacher introduces lesson and models expected outcome of learning
objectives)
Describe how you will activate student interest and present the learning objective
in an engaging way (this is your lesson opening).
At the beginning of the lesson I will challenge the students to think about the
greater meaning of the phrase We the People. Each student has heard this
common phrase before as it is the opening to our countrys constitution and
regularly used in popular culture. Next a guided discussion of the prompt will take
place.
Describe how you will communicate (to students) how the objective is relevant to
their lives.
Next I will state the objective and point out that they, as American citizens,
provide consent to be governed by the United States Government. They, as future
voters, will be able to decide the direction of their country. Here I will point out that
it is important for them to understand what document outlines the abilities for
American citizens to have such power over their government. Which provisions
ensure that the government will not have power over them and origin of the idea
for the US constitution.
Describe what instructional strategies you will use to model/explain/demonstrate
the knowledge and skills required of the objective. (cite theories/theorists)
I will utilize both a student-centered and direct instructional approaches in this
lesson. I will provide the students with the primary documents on which they must
provide their interpretation. This will allow students to structure the information in
their minds in the way that they see fit enhancing the learning of individual
students. In addition, I will outline specific key terms in the lesson using a direct
instructional approach so ensure students full understanding of the terms prior to
moving onto application, analyzation and application of such terms.
This lesson coincides with Benjamin Blooms Taxonomy theory as students are
challenged to analyze and evaluate primary documents in addition to
learning/understanding the origin/purpose of the documents. According to Bloom,
evaluating and analyzing are both involve higher order learning that will
sufficiently challenge students to induce learning.
In addition, the lesson coincides with Vygotskys theory of social learning as
students are able to share their thought with their peers in an open, social setting.
This allows them to explore the content together and socially reinforce the
materials. The classroom discussions provides students the opportunity to
internalize language, produce verbal thought and share such thought with their
peers.
Describe how you will check for students understanding before moving on to
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guided practice.
To check for students understanding, I will randomly prompt students to explain
back to me a questions or concepts recently reviewed in the lesson. This will
provide me with an adequate test sample to ensure student learning of the
material. In addition this will provide students an small opportunity to review the
concepts discussed in the classroom.
We Do
(Teacher engages students in guided practice)
Describe the learning activities you will use to provide students multiple opportunities to practice the
skills and content needed to meet the learning objective(s).
Reading of the primary documents, filling out of the provided analysis guide and
discussing the students analyses will provide three different opportunities in the
lesson alone for students to practice skills and content needed to meet the
learning objectives. Following students completion of the readings, the class will
participate in a teacher guided discussion of the material the students read.
Describe how you will check for students understanding before moving on to independent practice.
During the classroom discussion I will be able to actively engage students
understanding of the subjects based on the answers provided to the questions on
the analysis guide.
You Do
(Students engage in independent practice)
Describe what the students will do to independently practice the knowledge and skills required by the
lesson objectives? (this is the post-assessment)
Students will be able to independently practice the lessons objectives during the
individual reading of the primary documents, filling out of the analysis guide and
during the final assignment. The questions in the analysis guide outline the
lessons objectives as does the questions in the assignment.
APPENDIX: Include a blank copy of your post-assessment.
Is your BLANK COPY of the post-assessment included at the end of this lesson
plan?
In the textbook there is a Section 1 Assessment section that adequately outlines
many of the concepts discussed in the lesson. I will give this as an assignment for
students to complete that will also provide me with post-assessment data that I
may analyze. This assessment is on page 91 of the textbook. The individual
answers provided in the students analysis guides will also assess students
understanding of the lessons objectives.
Lesson Closing
Describe how you will reemphasize the lesson objective and any skills/content that
were taught in an interactive manner (whole/small group, etc.).
To close up the lesson I will simply review all of the objectives and questions with
the students. I will provide a verbal outline of the lesson and allow the students to
restate some of the materials discussed. This will reemphasize the lesson
objectives and provide the students another opportunity to structure the
objectives in their minds.
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ANALYZE
(This portion may only be done after the post assessment is collected/scored.)
Describe the results of the Post-Assessment and be sure to address the following:
Students progress from pre-to-post assessment. (if applicable)
Factors that may have influenced the post assessment results.
How the results of the post assessment highlight what areas of the lesson will
require re-teaching (if any).
If applicable, insert a table/chart/graph (below) that shows the post-assessment data results. If you
used the same document for both the pre and post assessments, it is strongly encouraged that you
show the comparison.

Description: Upon analysis of students' answers provided on the analysis guide, students
seemed to have a firm understanding of the lesson's objectives. In addition, students
completed the assessment on page 91 of the textbook. The results were 62.5% of
students receiving 100% on the assessment, 29% receiving 90%, and 8.3% received an
80% on the assessment.
REFLECT
List and describe two things you feel you did well to plan, implement, or assess instruction
(successes).
I feel that the biggest success with this lesson was the utilization of primary
documents as a central part of the lesson. Students seemed to thoroughly enjoy
their opportunity to read and interpret the primary documents themselves instead
of simply being told what to know by the teacher. Students asked many questions
and were able to interpret the Mayflower Compact and Constitution in the manner
that I wished. They also really enjoyed exploring the curriculum for themselves
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instead of receiving a lecture.

List and describe two things you feel were challenges during the planning, implementation and/or
assessment of the lesson.
I feel that I could have better planned my pre assessment for this lesson. I did not
receive as much data on students' prior knowledge as I should have and I ended
up covering some terms that students already knew. These terms were in the
minority as a majority of the curriculum covered in this lesson was new to
students. However, I should have been aware of that prior knowledge before
giving the lesson.
I also felt as if many of my directions were not clear enough for the students and
many did not fully understand what was expected of them. At times I became
distracted by another event or question in the classroom and briefly lose my train
of thought. As this would happen there became some a few gaps in my directions
causing confusion.
List and describe two ideas for redesign you would make if you were to teach this lesson again.
First I would redesign the lesson's pre test to better determining students' prior
knowledge of content before going on to the lesson itself. To do this I would type
up a short quiz outlining the curriculum for students to fill out and turn in. It would
only take five minutes but allow me to determine what students already know to
avoid covering concepts students already have a firm understanding of.
Secondly, to improve my direction giving I will simply give all of the directions in a
clear, linear fashion prior to answering any question or taking care of anything
else. I feel that this would resolve the issues with unclear directions faced in the
lesson.
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Analysis Guide
Name:______________________________
The Mayflower Compact

Turn to page 87 in your textbook. Read the Mayflower Compact outlined in green in the
upper right corner. Then answer the following questions.
1. What was the purpose of the Mayflower Compact?
2. With this compact, who does the government belong to?
3. How do you think this compact differs from all forms of government before it?
Popular Sovereignty-
Limited Government-
Majority Rule-
List examples the terms listed below.

Reserved Powers
Congruent Powers
Delegated Powers
The Preamble
Turn to page 54 in your textbook. Read the preamble of the United States Constitution.
Answer the following questions
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1. What are the six goals outlined by the preamble? What is the purpose of each goal?
1.
2.
3.
4.
5.
6.
2. What is the entire purpose of the preamble?
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Teacher Candidate
Name:
Grade Level:
Subject:
Date:
Matthew Remmich
8th Grade
Civics
Template
PLANNING
8.C.3.1 Identify the three branches of government including the separation of
powers and checks and balances in the constitution.
8.C.5.1 Analyze ways that citizens can affect or influence the U.S. society and
government.
8.C.1.3 Explain the ways in which governments meet the needs of citizens,
manage conflict, and establish order and security.
Students will be able to understand and analyze the three branches of government
along with the separation of powers and checks and balances by demonstrating
the workings of the three branches of government and showing how a bill is
created and passed into law.
Students will be able to analyze how citizens of the United States can influence
their elected officials and government as a whole by voting, writing their
representatives, running for office, etc.
Students will be able to demonstrate how the United States government passes
laws, enforces laws and interprets laws all for the purpose of meeting the needs of
citizens, managing conflicts, and establishing order in the country.
The entire lives of United States citizens is outlined by the laws that our
government passes and enforces. It is important for students to understand the
process by which laws are created in our country so that they may participate in
that law making process. So that they understand the roles of each of their elected
officials so that they know who to contact when a positive/negative event occurs.
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All of this is important for all US citizens to know and understand in order to
become productive citizens and informed voters.
Legislative, executive, judicial, House of Representatives, President, supreme
court, bill, law, session, term, veto, pass, Speaker of the House, President of the
Senate, pocket veto, sign into law, lawsuit,
Four sample bills, analysis guide, pencil, promethean board, laptop, Microsoft
PowerPoint.
ASSESSMENT
the lesson.
For the Pre-Assessment I assigned students a short assessment on Page 98 of their
textbooks. This assessment assess students on their prior knowledge of the three
branches of government. It coincides nicely with the objectives listed above.
Is your pre-assessment included at the end of this lesson plan? See Textbook
Page 98.
The pre-assessment was assigned two days prior to the beginning of the lesson.
The day prior to the lesson I reviewed the pre-assessments to analyze students'
prior knowledge of lesson materials. I found that they had a general knowledge
about the three branches and many knew who the entities of the three branches
were (president, house/senate, and supreme court). However, a majority were
unclear on how the three interacted with one another outside of the president
vetoing laws. They were unclear on how the separation of powers and checks and
balances system works. These are points that I will be sure to cover thoroughly in
my lesson.
(if applicable)
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9
8
7
6
5
4
Column1
Class 2
2
1
0
A majority of the students received a grade of 4 or less on the pre-assessment
demonstrating a general knowledge of the objectives yet lacking intricate,
analytical knowledge of the content. They understand what they three branches of
government are yet lack the ability to show how the three connect. Therefore, in
my lesson I will allow students to explore the law making process and how it
works. Meanwhile analyzing how citizens play an additional role in the process.
lesson.
Is your post-assessment included at the end of this lesson plan? See Analysis
Guide and "You Do" section
Is your key included at the end of this lesson plan? N/A
TECHNOLOGY
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I will utilize the Promethean board and projector combination to post pictures,
definitions, and other examples related to the curriculum.
ACCOMMODATIONS
The accommodations of the IEP students in these classes have more to do with
test taking rather than classroom participation. Therefore, during the initial preassessment, students who require it will be sent to the SPED classroom to take
their assessments. In addition, when it comes time for the chapter test, these
students will, again, be allowed to take the test in the SPED classroom as their IEP
indicates. The one gifted student will take on additional roles in the activity to be
completed in the classroom. This student will take on a leadership role in the
activity.
MANAGEMENT
the lesson.
This lesson will involve an engaging activity for students to participate in. To keep
students motivated and on task I will state my expectations for the class clearly
before the activity begins. I will also provide verbal and non-verbal cues
throughout the activity to remind students of expected behavior. Students are also
aware of the consequences of acting out in class or causing a disruption. I will also
continue to ask engaging questions to keep the center of attention on myself. This
will allow students keep engaged in the classroom activity and to focus on me
instead of each other and prevent disruptive behavior.
20 | P a g e
I Do
objectives)
To open up the lesson, I pose students with the question: How does your
government work? And we will discuss this question as a class. As the preassessment indicated, students only have a general understanding of what the
three branches are and how they work with each other. Posing this question will
open the classroom up to an area unfamiliar to the students and piqu their
interest. The ensuing discussion will open up the lesson and provide a strong base
to build the following lesson onto. At the conclusion of the discussion, I will state
the objective outright so it is clear to students what they need to accomplish with
the lesson.
their lives.
During the discussion I will ask the students open ended question pertaining to our
government, how it works, as well as how it affects their lives. The ensuing
discussion will outline who the objective is relevant to students' lives and how the
government affects them every day. As an example I will use the school they are
sitting in. I will ask who pays their teachers, who creates the standards that
outline what must be taught to them in school, and provided the means for them
to get to school in the first place?! The answer to all of them is, of course, our
government. Then we will discuss how the government works and how such laws
are created.
In this portion of the lesson I will use a combination of direct instruction and
student centered learning. I will provide definitions, explanations and
visualizations on the promethean board of the concepts which outline the
objective. The concepts include the three branches of government, checks and
balances, separation of powers, and all of the others outlined on the analysis
guide. Secondly, I will lead the class in a discussion on what these concepts mean
to the citizens of the country and the government as a whole.
guided practice.
To check for students' understanding I will go around the room and randomly ask
students to explain back to me some of the main points of the lesson. Including
some of the definitions as well as how the three branches connect and work with
one another. If students do not know I will ask them to look up the answer on their
own to further enforce the lesson objectives. This will provide me with a sample of
retained knowledge as well as a brief review of what we discussed.
We Do
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After the direct instruction portion of the lesson, I will divide the students up into a
few different groups. I will randomly choose a student to come to the front of the
room and sit behind the teacher's podium. Next I will choose three other students
randomly. They will take a seat on the front left of the classroom in three chairs.
Next I will divide the remaining students in half. At this point I will explain that the
lone student in front will act as the president for this activity, the three students to
the left will act as the supreme court for the activity, and the remaining two
groups will act as the House of Representatives and the Senate. Next I will bring
out my four prepared bills that I will have the students introduce to the house and
senate. Then the students in both groups will vote on the laws to see if they will
pass. Here I will demonstrate majority rules, the president of the senate and the
speaker of the house. Next, after the bill passes, I will demonstrate how the bill is
then sent to the president for him to review. I will describe his three options (veto,
sign, Pocket Veto) for the bill and allow the president to choose which he/she will
do for the bill in question. Next I will demonstrate how the new law can be
questioned by forming a lawsuit with the supreme court allowing them to interpret
the constitutionality of the law. Finally I will explain that what was just
demonstrated outlines how the separation of powers as well as the checks and
balances work in our government.
After I show the students how the activity will work I will give the bill to one
student who is a member of our congress and walk through the process with them.
I will also ask them to explain each step of the process back to me as we are going
through it. This will demonstrate to what degree the students have gained an
understanding of how our government works and analyze their interaction with
this government.
You Do
After we have gone through all four prepared laws I will allow students to write and
attempt to pass laws that they write on their own. They will then take these laws, read
them to congress, take them to the president (if they pass) and then have them
interpreted by the supreme court. This will allow them to demonstrate not only their
understanding of the workings of congress but also their ability to determine if certain
bills should and can become laws.

plan? Post assessment will be a demonstration.
Lesson Closing
In closing the lesson I will review the main objectives of the lesson. I will also ask
students to state and explain three things they have learned from the lesson. The
22 | P a g e
ensuing discussion will allow me to gauge the level of understanding students

have gained from the activity.
ANALYZE

Description: Post assessment was a demonstration. Students who completed the
demonstration showed a clear understanding of how laws are created in our government
as well as how powers are balanced and checked between the three branches.
REFLECT
(successes).
I feel that the lesson activity was well thought out. The students really seemed to
enjoy the activity. I received the most excitement when students were able to
create and attempt to pass their own laws. Students tried to pass laws that they
actually believed should be passed in our real government. No students attempted
large disruptions of the class a sign of thoughtful engagement.
I also feel that I gave students clear and concise definitions of the curriculum. I felt
23 | P a g e
that this allowed students to better understand and analyze the lesson activity and
the process of proliferating laws in our country.
One of the big challenges was keep students on task. Many times students began
talking with each other during the activity and some were having unrelated
discussions. A simple verbal reminder brought them back on task however during
this activity the avenue to off-task discussions was wide open.
I feel that I did not explain well enough the way a law is brought in front of the
judicial branch and supreme court. I feel that it caused some confusion. Some
students are showing signs of a misunderstanding of how the lawsuit process
works. I feel that students believe the laws are automatically sent to the judicial
branch for review and this is not true. I will clear this misunderstanding up in the
next lesson.
First of all, to address the problem of the misunderstanding of the Judicial branch.
Instead of handing a law right to the Judicial branch in the activity I will give the
law to a student and have them take it before the judges. I will then explain what a
lawsuit is and how it works. I feel that this will alleviate the confusion some
students had with this activity.
To reduce the number of off-task discussions among the congressional students, I
will lengthen the analysis guide to include additional topics that we discuss during
the law making activity. This should keep students on task and further prevent the
off-topic discussions from taking place.
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BILL
Free pop and donuts for all students in every classroom. No Exceptions.
Senate Vote: Y_____ N______
House Vote: Y______ N______
President Signature: __________________________________________________
BILL
Cooperating Teacher and Student Teacher (males) must wear a dress to school every
single day.
BILL
All students must wear a military-style uniform to school every day and salute their
teachers.
BILL
The president must sing and dance around a sombrero every time he/she vetoes a bill.

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Analysis Guide
Terms to see:
Separation of Powers-
Legislative Branch-
Executive Branch-
Judicial Branch-
Checks and Balances-
Veto-
Judicial Review-
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Name:______________________________

Teacher Candidate
Name:
Grade Level:
Subject:
Date:
Mr. Matthew Remmich

9th Grade
World History
Template
PLANNING
9-12.H.1.2 Identify patterns and analyze change and continuity in historical eras.
9-12.H.2.5 Analyze complex and interacting factors that influenced the perspectives and changes in
ideologies of populations.
9-12.H..3.1 Analyze the ways in which the perspectives of those writing history shaped the history they
produced in relation exploration, imperialism, and expansion.
9-12.H.4.4 Identify and analyze historical content and events using disciplinary and interdisciplinary
lenses to understand the characteristics and causes of contemporary local, regional, and global
problems, challenges, and opportunities
Students will be able to identify and analyze change and continuity in the precolonial, colonial and post-colonial eras of African history.
Students will be able to analyze the ideology of the European colonizers of Africa
and how European influence caused the African continent to change over time.
Students will be able to analyze the ways in which written African history was
influenced by the imperialist and expansionist ideologies of European colonizers.
Students will be able to identify and analyze local, regional and global problems,
challenges and opportunities provided by the European colonization and partition
of Africa.
Within the United States we have a large number of citizens of African descent.
Many students in the school are friends with the African American students in the
school. A majority of students are not aware of how this minority reached the
shores of the United States beyond their knowledge of the 18-19th century
American slave trade. What students are unaware of is how the Europeans
reached the position to take African people as slaves in the first place. Today the
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culture of the United States is deeply influenced by the culture of the citizens of
African descent. It is an intricate part of what created the United States'
acceptance of cultural diversity. This lesson will outline how African people were
placed at the mercy of Imperial European powers and help students to understand
some of the deep-rooted cultural dynamics of the United States.
In addition, the colonization of Africa and the enslavement of Africans by the
European colonizers led to the influx of Africans to the United States. Many of the
ancestors of the Black American citizens came to America during this time period
as result of the slave trade. In addition, many of the present day conflicts are a
direct result of the decolonization process in Africa. It is important for students to
understand the origins and ancestry of fellow citizens as well as the causes of
present day conflicts in Africa (Boko Haram, Sudanese Civil War, Etc.).
Understanding of such subjects leads to students gaining the ability to analyze the
situation and develop unique solutions to the problems.
Colonization, decolonization, apartheid, Nelson Mandela, African Tribes, Nomadic,
sedentary, Australopithecus, Imperial Europe, Berlin Conference, slavery, transAtlantic slave trade.
Promethian board, computer projector, Microsoft PowerPoint, Laptop computers,
notebooks,
ASSESSMENT
the lesson.
Prior to the lesson, students were issued a project-based learning assignment. This
assignment requires students to research a unique African Ethnic group. In the
process of researching their Ethnic Groups, students required assistance locating
certain bits of information. In this process I was given the opportunity to read and
analyze students' progress in their work. I was also able to gain insight into
students' prior understanding of the curriculum. Students have a basic-general
understanding of the learning objectives.
Is your pre-assessment included at the end of this lesson plan? Yes, See
attachment titled "African Ethnic Group Project"
28 | P a g e

Pre-assessment was administered three days prior to the present lesson. Students
completed the pre-assessment and project based learning activity in the following
two days.
(if applicable)
N/A
I have found that students know what Africa is, where it is located on a map, some
general information about African tribes, they know about the history of Northern
Africa overlapped from the unit on the Middle East, and they know general
information about the current conflicts going on in Africa.
lesson.
Is your post-assessment included at the end of this lesson plan? See attachment
titled "African Ethnic Group Project"
Is your key included at the end of this lesson plan? See attachment titled
"African Ethnic Group Project"
TECHNOLOGY
I will be utilizing a Promethean board/Projector combo, a laptop computer, and
Microsoft PowerPoint software.
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ACCOMMODATIONS
In this specific class there are three students with learning disabilities related to
attention and test taking. Accommodations for these students with attention
related issues could include relocating them to the Special Education classroom
should the classroom become a distracter for the student. Students who have testtaking disabilities will be relocated to a supportive environment should the need
for a formal assessment arise. This lesson plan does not include a formal
assessment apart from the ethnic groups project and therefore the need to
relocate these students is not necessary at this point.
MANAGEMENT
the lesson.
Prior to the lesson being administered, students have been introduced and are well
aware of my classroom expectations. I have made my best effort to be fair and
equal in my reinforcement of classroom expectations. While I am delivering
instruction students are to remain respectful and quiet unless they raise their hand
with a question. If they speak out of turn they will be verbally prompted to remain
respectful. If repeated offenses occur the student will be relocated within the
classroom. If the student continues to disrupt class they will be told to go to the
hall and I will have a discussion with them about their behavior following class.
I Do
objectives)
I will open the lesson by stating the main objective. For students to understand
and analyze how African history, interacting with Middle Eastern and European
civilizations resulted in the current world political atmosphere. I will introduce the
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lesson by opening with an interesting fact that many students may not have
known previously. That Scientists believe that the Human race and upright walking
hominids first evolved in Eastern Africa (in what is today Ethiopia).
their lives.
According to science all of the students' extremely distant relatives all came from
this area in the world. A few of the students in class are of more recent African
descent. Therefore many of the students will find interest in the ancestral
connection between them and the groups being discussed in class. I will discuss
this topic during the opening of my lesson.
For this lesson I will be primarily utilizing direct in instruction methods aided by
visual aid materials and personal examples. I will utilize the Promethian board to
display what necessary notes the students are required to write as well as to
display pictures, maps and other visual aids. The lesson will be supplemented by
the student-centered learning assignment stated previously in the lesson plan.
This lesson plan coincides with Benjamin Bloom's theory of taxonomy. The lesson
requires students to learn, understand and analyze the curriculum during the
direct instruction lesson. In addition, the student-center learning activity requires
students to apply their newly-gained knowledge and create a project portfolio on
an African ethnic group.
This lesson also is based on the Constructivist Learning theories of Jean Piaget
specifically relating to student-centered learning activities. With the African Ethnic
Groups project, students are given the opportunity to choose and explore an
ethnic group that most interests them. They will surf the internet discovering
information about their chose ethnic group then create a portfolio and
presentation go share their findings.
guided practice.
Throughout the lesson I will ask open-ended questions to prompt analytical
thought from the students. Students' answers to the questions will provide me
with insight into students' understanding of the content prior to moving onto the
guided practice.
We Do
During the direct instruction portion of the lesson, students will be prompted to
analyze maps and other visual aids to discover patterns in human
migration/history. In addition, open class discussion (moderated by the teacher)
will be welcomed to encourage students to discuss and share their ideas. During
this time students will discover information about African tribes, the slave trade,
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the spread of Islam and other information about African history.

During this portion of the lesson I will be continually asking open-ended questions
to encourage thought and gauge students understanding of the curriculum prior to
moving onto independent practice.
You Do
Following the lesson, students will be given free time to work on their African
Ethnic Group Projects. This project is about creating a portfolio about a specific
African ethnic group chosen by the student. A rubric was posted on Blackboard
Learn outlining all of the required information to be placed in this portfolio. Once
students have completed their portfolio they will create a presentation on the
information they discovered on their Ethnic group.
plan? See attachment titled "African Ethnic Group Project"
Lesson Closing
In closing I will restate the lesson objectives and review some of the information
discussed in the lesson. I will answer any questions students may have about the
lesson or about their project. Any additional questions may be answered on an
individual basis.
ANALYZE
N/A
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Description: During the direct instruction portion of the lesson, students were actively
engaged in classroom discussion. They seemed genuinely interested in learning about the
history of the African continent. We had a fantastic discussion on the outcomes of
European Colonization with many fantastic questions being asked. Upon completion of
the African Ethnic Groups portfolio, a majority of students received the grade of "A" on the
project with the grade of "B" being the next prevalent grade. Only one student received
lower than a "B" on the project due to the student' inherent lack of motivation. Prior to the
project and lesson students possessed little knowledge on the long history of the African
continent. Following completion of students' projects and giving their presentations in
class, students demonstrated a strong understanding of the history of Africa and their
chosen ethnic group. More specifically, students demonstrated possession of a strong
understanding of the division of the ethnic groups between the colonies and, today's
African countries. They also were able to analyze how this division led to many of the
conflicts we see throughout Africa in the last 50 years.
REFLECT
(successes).
I feel that the what I expected students to complete for the African Ethnic Groups
project was clear and concise enough for students. A majority of students provided
all of the information I wished to be provided on the project. In addition, students
put together fantastic presentations on their ethnic groups with few students
receiving less that a 90%. I feel that this is attributable to the thorough description
I provided the students in their assignment rubric (attached). This allowed
students to simply go down the list and see what information they must provide in
order to obtain their desired grade.
Another portion of this lesson that I feel went very well was the direct instruction
portion of the lesson. Students were actively engaged in classroom discussion and
provided many fantastic questions regarding the colonization of Africa and its long
term effects. I feel that my asking of many open ended questions provided
students many opportunities to open up their minds and allow for their own
original thought along with personal exploration of the material. Students seemed
genuinely interested in learning more and this was generally reflected in their
performance on the African Ethnic Groups project.
In this project I also succeeded in motivating the students
The class in question has a general lack of motivation in their classroom work. The
reason for this lack of motivation is not quite clear. In the future I would like to do
some observations and case studies to obtain some insights into the cause of this
general lack of motivation. During classroom discussion, students seem genuinely
interested in history, however, they have a repeating habit of not studying for
tests and many do not hand homework in on time. My lack of understanding of this
lack of motivation I feel is a downfall of my classroom instruction. I managed to
motivate students for this project by providing a positive reinforcement strategy,
33 | P a g e
however, I feel that going into the future, students will fall back into their habits of
low motivation.
In the direct instruction portion of the lesson, I feel that I attempted to cover too
large of a time period. We did not go into the depth of information that I wished for
students to understand/analyze while they were working on their projects. I was
attempting to cover thousands of years of history in one 45 minute lesson, which
only provides an extremely general understanding of that history. Next time I feel
that dividing the direct instruction portion of the lesson into two parts would
provide students with a better opportunity to understand and analyze the
objectives more thoroughly.
In the future I would like to divide the direct instruction portion of the lesson into
two different parts. Africa before colonization and the beginning of colonization will
be covered in the first lesson with the end of colonization and post-colonial Africa
being covered in the second lesson. I feel that his will give students more
opportunity to interpret and understand the objectives of the lesson.
Going into the future, I feel that a case study into the causes of low student
motivation and methods of increasing student motivation in this class is necessary.
This will provide me with multiple strategies to consider that I may use to increase
student motivation and performance in the classroom
African Ethnic Group Project

Step 1: Choose an African Ethnic Group from the list on the attached Wikipedia page. You may choose any one
you wish. The only thing is you may not do an ethnic group that someone else has already chosen.
Link: https://en.wikipedia.org/wiki/List_of_ethnic_groups_of_Africa
Step 2: Create a portfolio of your ethnic group following the attached criteria.
Step 3: Create a five minute presentation outlining your ethnic group for your fellow students.
Each criterion is worth a total of 20 Points.
General Information
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Provide a one paragraph description of the culture and

social structure of your ethnic group. (4 points)
Which modern African countries does your ethnic group
live in? (Do not worry about countries outside of Africa) (4
points)
What is the total population of your ethnic group? What
percents (%) of the population live in each country? (4
points)
Visual Aids (Pictures and

Maps)
History
Presentation
Sources/Plagiarism
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What is/are the major religion(s) of your ethnic group? How

many people in your ethnic group follow these religions
(give percents and total numbers) (4 points)
What ethnic family does your ethnic group belong to?
(examples: Nilo-Saharan, Pygmy, Niger-Congo, Ubangian,
Afro-Asiatic, Semitic, Indo-European, etc.) (2 points)
What language is spoken by your ethnic group? (2 points)
Find at least one video about your ethnic group. (example of
their language, a video of a certain ritual, etc.). (4 points)
Find a map outlining the area where your ethnic group lives.
If one does not exist, make one! (2 points)
Find at least seven pictures of your ethnic group. Find some
of the traditional dress of the people, how they live, what
kind of structures they live in, traditional art, ect. (2 points
each)
All visual aids must be school appropriate. No nudity,
obscene gestures, or anything else! If it is questionable, ask
Mr. Remmich.
How did the tribes live before European colonization?
Which European country(ies) colonized them? List them all.
(Only exception is Ethiopia, which we will discuss in class)
How was life for the native Africans during European
Colonization?
How was life for your ethnic group after the Europeans left?
Was your ethnic group involved in any civil wars?
Who were/are any famous leaders or famous people from
your ethnic group (provide a brief story and picture of
them)?
Create a FIVE MINUTE presentation to show to your
classmates. This could be a poster, PowerPoint,
demonstration, video (only videos made by YOU can be
used in your presentation), ect.
Show all of the points outlined in your General information
section.
Give a summary of your History section.
Show the map of where your ethnic group lives and some of
the pictures you found. Be sure to describe any visual aids
you include.
Put information in your own words. NO PLGIARISM!! If I
see copy/pasting of information you WILL be docked one
point for each piece of information plagiarized.
Cite EVERY source you use for this project. Including
sources of your pictures!
Cite at least five unique sources of information. These could
be websites, books, magazines, newspapers, etc.
Place your sources in a bibliography page at the end of your
portfolio. In your citation provide the title (italicized),
author(s), publisher, and the URL (if found online).

Teacher Candidate
Name:
Grade Level:
Subject:
Date:
Mr. Matthew Remmich

Sophomore (10th)
Geography

Template
PLANNING
9-12.G.4.1 Recognize the components, processes, interdependence and spatial distribution, of Earths
physical systems.
9-12.G.6.4 Examine ways humans perceive and react to extreme natural events
Students will be able to describe the relationship the Earth has with the sun and
how the 23.5* tilt of Earths axis causes the seasons.
Students will be able to identify the types of weather patterns and demonstrate
the effects these weather patterns have on an ecosystem.
Students will be able to recognize multiple ecosystems in the area surrounding
their community.
Students are effected by weather every day of their lives. Weather even so much
as effects their ability to get to school in the morning. It is important for students
to understand how weather patterns function and how this weather effects the
world around them. It is also important for them to understand what effect the
rotation and revolution of the earth has on their lives. Many of the students come
from farming families who rely on the seasonal change of weather to ensure their
livelihood. If students understand why and when this seasonal change occurs, they
can apply it to their home life and perhaps be able to assess when the best time to
plant their crops may be.
Weather, Climate, Rotation, Revolution, Solstices, Equinoxes, Humidity,
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Precipitation, Ecosystem, Biomes, Chaparral, Tundra, Grasslands, Axis, Season,

Equator, Tropics (Cancer and Capricorn), Convection Current, Rain Forrest, Biome,
Greenhouse Effect,
Kahoot! Teaching website, computers, Study Guides, Promethean board, Facebook
Assignment rubric
ASSESSMENT
the lesson.
The lesson is a review game for the upcoming test on Friday. Therefore, the lesson
is a pre assessment for the upcoming test. The Kahoot! Website assigns individual
students scores based on how many questions they answer correctly and how
much time it takes students to answer the questions. This information is recorded
for my information. This will allow me to assess students on an individual level to
see how well they understand the information previously presented to them.
Is your pre-assessment included at the end of this lesson plan? See Kahoot Quiz:
https://create.kahoot.it/?
_ga=1.241521986.1516532375.1480983425&deviceId=8d818a2d-3377-45708762-136d8ab298afR#quiz/1aa5f5df-dba4-435a-aabb-75dadf179bba
This lesson is the pre-assessment and review activity for the upcoming chapter
test (post-assessment).
(if applicable)
See Table following Kahoot! activity.
See table produced following Kahoot! activity.
37 | P a g e
lesson.
Is your post-assessment included at the end of this lesson plan?

See Facebook post assignment and hard copy

See Kahoot!, facebook post rubric and hard copy of assessment
TECHNOLOGY
Kahoot! Teaching website, cell phones, students laptop computers, Facebook,
Promethean board, projector.
ACCOMMODATIONS
In regards to the Facebook post assignment, students who do not have the ability
of self-transportation (cant drive) will have the option to pair up with a classmate
for transportation or can instead do a write up of an ecosystem they find
interesting and can research online.
Students who are apprehensive about the competition aspect and would prefer to
do a personal review, there is hard copies of a review activity containing the same
information that students can opt for instead of the Kahoot! game. Students who
prefer to learn individually can also do the activity by themselves. The Kahoot!
interface allows me to create as many teams as I please, so if a student prefers
not to be a part of a team they may form a team on their own and still be able to
play. The game also includes pictures on every question where the pictures would
not give the answer away. This appeals to visual learners as they may look at the
pictures in addition to reading the questions. The game also has music set to the
timer, answering and other game phases that will appeal to auditory learners. This
38 | P a g e
music coincides well with the game and gives auditory learners something to latch
on to alongside the curriculum contained in the game. Kinesthetic learners will
also find this game enjoyable as the game has students press colorful buttons on
their personal device to answer the questions. This gives kinesthetic learners a
chance to move along with the game and coincide with the curriculum. This game
will appeal incredibly well to social learners. Students will be divided into small
teams where they will be able to interact with their peers and discuss answers
prior to selecting their final answer. There is also a point system attached to the
game where students will be able to compete against one another.
MANAGEMENT
the lesson.
Students will be participating in friendly competition using the Kahoot! Website

game. This website is designed for friendly, no risk competition between students
all while learning information about the chapter. Students will get motivation from
the no risk competition as they will be competing for a high score against their
fellow classmates. The constant stimulation provided by the game format should
prevent the students from wandering off task. However, one issue I foresee is
students becoming a little rowdy during the game. A simple keep it down or
knock it off usually takes care of the situation in this case, should it arise.
I Do
objectives)
In the opening of the lesson I will introduce the students to the Kahoot! Interface.
The objective will be simple. For students to review past learning objectives and
reinforce their existing knowledge of the curriculum. In addition, students will be
introduced to a new assignment utilizing a private Facebook page for this class. On
this page students will make posts challenging them to find and apply terms
learned in the classroom in the real world. Students, typically, are not exposed to
such assignments and from gathering information from students and my CT I
understand this may be the first time they have used social media in a classroom
activity. At the beginning of the lesson I will explain the Facebook assignment, my
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expectations for the students and the grading rubric.

their lives.
The previous objectives covered in class pertain to the formation of the worlds
climates, the movement of heat throughout the earth and Earths diverse
ecosystems. Each one of these previous objectives touches all of the students
lives every day in ways that they do not realize. Weather effects everything,
especially how they get to school in the morning. Many come from farming
families and rely on South Dakotas climate for their livelihood. It is really
important for all of these students to understand the processes going on around
them so they may better judge how to get to school in the morning and when they
may need to plant/harvest crops. Each question in this game touches on one of
these aspects and reinforces students understanding of such processes. The
Facebook post assignment will challenge students to find examples of classroom
material. These will be near where they live and possible near their homes. The
relevance to their lives will be clear in them finding the examples near their homes
and realizing how it effects them in their everyday lives.
Questions in the Kahoot! game written by myself will outline the knowledge and
skills required of the objective. The Kahoot! game will engage students in an active
and social way that will enhance their learning. Regarding the Facebook post
assignment, I have created an exemplary example and a negative example for the
students to compare their own post to. This will demonstrate what I do and do not
expect from the students.
This lesson strongly coincides with Vygotskys theory of social learning. In this
game students will be interacting and socializing with one another in order to
answer questions as a team. Students will be able to think out and discuss
answers together which will help to reinforce the curriculum in their minds. This
lesson also coincides with Vygotskys theory on the Zone of Proximal
Development. The game and the questions therein are designed to challenge the
students and receive additional instruction from the teacher while not being too
extremely difficult that they are not able to come up with answers to the
questions. The Facebook post assignment coincides with Bruners theory of
discovery learning. With this assignment, students are able to go out and discover
ecosystems, research such ecosystems and finally present information on the
ecosystems all on their own. They are able to discover the meanings of many of
the chapters terms on their own and structure them in such as way that best fits
their learning style.
guided practice.
I will simply ask students if they have a clear understanding of the rules and begin
the game! Also, I will make sure the students understand what I expect from their
Facebook posts by having them describe to me what I expect out of them with the
posts.
40 | P a g e
We Do
The Kahoot! learning activity allows me to provide students with a diversity of

questions providing multiple opportunities for students to practice the skills and
content. They compete against each other and against the clock to answer
questions about the current curriculum. In the end the student(s) who answered
the most questions correctly and in the quickest time will be the winner. Winner
will receive an undetermined snack. All others will receive a small piece of
chocolate.
Following the game, I will ask students if they have any remaining questions that
they wish to ask prior to the test. Anything that was not clear to them in the
questions or they still have a hazy grasp of. In addition, I will ask students to share
with me three things that they learned from the game or three things that they
gained a better understanding of from the game. This will demonstrate what the
students struggled with in my previous lessons as well as how I can make the
game better for next time.
You Do
In addition to the Kahoot! learning activity, students will be assigned an activity for
outside of class. This activity includes students finding one example of an
ecosystem in the real world and creating Facebook post about that ecosystem.
Students will post two pictures of the ecosystem (one picture of the ecosystem
example and one of themselves with the ecosystem) and one of themselves
standing in front of the ecosystem (to prove that they were actually there).
plan?
See hard copy.
Lesson Closing
Following the game, in the last few minutes of class, I will simply ask the students
three things that they learned today or that they feel more confident about going
into the test. If individual students have remaining questions about the material,
typically the rest of the class had the same question. Therefore as students ask I
will explain the answer to the entire class.
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ANALYZE
120%
100%
80%
60%
Column2
40%
20%
0%

Description: Above is a graph of the scores received on the post-assessment and chapter
test. I feel that the students received relatively high scores and improved since their
previous test. I feel that the many opportunities for reinforcement of curriculum in the
lesson allowed students to obtain a firm understanding of the lesson's objectives. The fact
that not all students received "A's" is a sign that the test was sufficiently challenging for
the students as well.
REFLECT
(successes).
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I feel that the Kahoot! lesson was highly regarded by the students and encouraged
motivation to learn the classroom content. In addition, the questions in the game
outlined what curriculum may be on the test and did a great job of reinforcing the
curriculum for the students. In the post-assessment I saw an increase in student
performance on the post-assessment compared to previous assessments.
Students seemed to have a better grasp of curriculum and increased confidence in
their curricular knowledge. Overall I feel this lesson did well to reinforce the
curriculum for the students.
Secondly, I feel that the friendly competition between the classmates did well to
encourage participation and engagement in the content presented. It created an
environment where students were motivating each other to learn rather than the
motivation coming only from the teacher. Even though there was no physical prize,
the simply short-term "Bragging rights" gained upon winning the game was
enough to motivate the students to do well on the quiz. This also succeeded in
reinforcing the content for students. I feel that this motivation was another
highlight of the lesson.
One challenge I faced during the lesson was keeping students from engaging in
off-topic discussions between questions. Sometimes students would answer the
question and proceed to go into an unrelated discussion about things outside of
school. These conversations were stopped by the introduction of the next question
but still remained as a distraction between questions.
A second challenge I faced during the lesson was setting up the promethean board
before the game. There was about three minutes of awkwardly wasted setup time
that I took to plug the computer in to the Promethean board and get to the proper
website. This caused a delay and for more off topic-discussions to begin. Such
conversations were ceased by the beginning of the game.
One way I can keep students engaged and to further reinforce the content
inbewteen the acutal quiz questions would be to simply ask an open ended
question about the previous question and begin a short discussion about the
content. This will help to alleviate many of the off-topic discussions that took place
in the meantime between quiz questions. IT will also help to further reinforce the
content by connecting it to previous questions and other areas of the content.
Another way I can improve this lesson is by simply having the computer plugged in
and the game up before students reach the room. This will help to alleviate some
of the awkward wasted time prior to the lesson. Then, while I am taking roll
students can be preparing themselves for the quiz game by getting out their
computers and dividing up into teams.
A third way I can improve this lesson is in to simply not use the facebook medium
in the social media post. I faced many roadblocks when I tried using facebook,
such as not being able to create a private group for the class, many of the features
were blocked for students and some students did not have access to facebook at
home. To fix this problem I will find another education related website that will
allow students to post and discuss similarly to facebook while will maintaining the
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privacy of the class and ease of use for the students.
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Teacher Candidate
Name:
Grade Level:
Subject:
Date:
Mr. Matthew Remmich

Freshman (9th Grade)
World History
Ecosystem Facebook Post
Find an example of an ecosystem in the area around town. Take two pictures of the ecosystem;
one of the ecosystem alone and one of yourself in front of your ecosystem. Make sure pictures
are horizontal (not vertical!) and clearly visible. Next, do a little research and write a description
of the ecosystem. Describe what kinds of plants and animals rely on this ecosystem for survival.
Also describe this ecosystems food chain from top to bottom. Finally, go onto the class Facebook
page and create a post to share the information you found with your classmates.
3
Information put
into own words.
Outstanding effort
shown in creating
post. Thoughts
were original to
the poster.
2
Information put in
own words. Some
effort shown in
creating post.
Thoughts were
somewhat original.
Two high quality

pictures.
Post competed on
time
Two poor quality

pictures.
Posted within 24
hours after time
due.
EXTRA POINT!!
1
Information put in
own words. Little
effort shown in
creating post.
Information
incorrect.
Thoughts were
brief and
unoriginal.
One poor quality
picture
Posted after 24
hours of time due.
0
Information
copy/pasted from
another source.
Pictures Horizontal
Pictures Vertical
No pictures
No post

Template
PLANNING
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9-12.H.3.3 - Interpret and critique historical propaganda sources based on their

maker, date, place of origin, intended audience, and purpose.
9-12.H.5.1 - Determine the kinds of sources that will be helpful in answering
compelling and supporting questions, taking into consideration multiple points of
view represented in the sources, the types of sources available, and the potential
uses of the sources.
9-12.H.5.2 - Evaluate the credibility of a source by examining how experts value
the source.
Students will be able to interpret the Arabic folklore story of Ali Baba and the Forty
Thieves regarding how it was used in Arabic culture.
Students will be able to identify multiple aspects of Ancient middle eastern culture.
Students will be able to determine if the story is able to provide the Arabic
perspective of life and if it properly outlines Arabic cultural aspects and history.
Students will be able to examine the credibility of the story and discover if it is a
credible source of Arabic culture.
The story of Ali Baba and the Forty Thieves is referenced throughout popular
culture. Americans are all aware of the popular phrase "open sesame" which is a
reference to this story. Many students are not aware of the origin of such
references. This story, as with most folklore, is designed to teach life lessons to
people of all ages (especially young people). Therefore, it is a good story for young
Americans to read and learn the message the story provides. Lastly, students will
be given chances to interpret written text for the rest of their lives. These will
come in the form of News stories, historical documents, work related documents,
etc. Students must learn how to interpret these documents to be able to
determine the true meaning of what they are trying to say. They must also learn
how to determine the credibility of such documents in order to find out if the
information is factual, biased, propaganda, etc. This story acts an example of this.
Ali Baba, Open Sesame, folklore, fable, morality, cobbler, interpretation, credibility,
Arabia, Persia,
Story of Ali Baba and the Forty Thieves, Merrie Melodies video "Ali Baba Bunny,"
Laptop, projector, promethean board
46 | P a g e
ASSESSMENT
the lesson.
I have created a short written pre-test for students to complete outlining the
material to be covered in the unit. This will provide me with insight into students
prior knowledge of Middle Eastern history. Some questions pertain to interpretation
of Middle Eastern history, folklore, and roles in Middle Eastern society.
X Is your pre-assessment included at the end of this lesson plan? See attachment
The pre-assessment was issued prior to the beginning of the unit. We began the
unit one week prior to this lesson. Therefore, students have gained additional
knowledge on Middle Eastern history in the lessons between the pre-test and this
lesson.
(if applicable)
0.7
0.6
0.5
0.4
0.3
Column2
0.2
0.1
0
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Based on the results of the pre-assessment, students have very little back ground
in Middle Eastern history. The top score in the class was only a 60%. This means
that I will need to take a bottom-up approach to teaching this unit. I will have to
assume that students have little to no understanding of my lessons when I give
them.
lesson.
Is your post-assessment included at the end of this lesson plan? See attachment
after the story.
TECHNOLOGY
Laptop, computer projector, and promethean board.
http://www.supercartoons.net/cartoon/949/bugs-bunny-ali-baba-bunny.html
ACCOMMODATIONS
The student who has attention related disabilities will be sent to the SPED room for
the reading and post assessment as their IEP calls for. Another student has
disabilities related to assessment taking and will also be allowed to go to the SPED
room to take their assessments. To accommodate multiple learning styles I will
provide students with the opportunity to read the story on their own then watch
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the short cartoon at the end. Finally students will be able to discuss their
interpretations of the story as a class and share their thoughts. This provides
visual and auditory learning to help reinforce the content for students.
MANAGEMENT
the lesson.
In this lesson I will utilize positive reinforcement to motivate students to complete

the assignment at hand. I will offer the students the opportunity to watch the
Looney Tunes short cartoon titled "Ali Baba Bunny" based off of the story we will
be reading. It is a children's cartoon with innocent humor mixed in. Many American
children grew up watching Looney Tunes as a child and many love to continue
watching it provided the opportunity. In addition, verbal and nonverbal cues will be
utilized to keep students focused on the lesson.
I Do
objectives)
To kick off the lesson I will ask students if they have ever heard of the phrase
"open sesame." It is a phrase that is common in American culture and will most
likely be familiar to the students. However, what they are probably unaware of is
the origin of the phrase. This is how I will gain students' interest. The students will
be interested to learn of the origin of a phrase many of them have been hearing
and using for most of their lives.
their lives.
Following the lesson opening I will discuss the objectives with the students by
showing them the Ali Baba story and prompting them to interpret the story on
their own. I will discuss with them the objectives and make it clear that I want
them to interpret the story on their own. I want them to focus on the purpose of
this story and what moral it is attempting to teach them. I then will ask them to
evaluate if this is a credible source for insight into Arabic culture in the
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Ancient/Medieval time periods and why they think it is/isn't.

This lesson focuses primarily on the student centered learning style that allows
students to explore the material on their own while being guided by a teacher.
Students will read the story on their own and notate their individual thoughts on
the analysis guide. They will then be able to share their thoughts with the rest of
the class during the final class discussion.
As outlined by Benjamin Bloom's theory of taxonomy, the lesson requires students
to learn, understand and analyze the curriculum by reading and interpreting a
primary source. Students will be analyzing an Arabic folk story in order to
understand intricate details of ancient Middle-Eastern culture. The story outlines
the duties and roles merchants play in ancient Arabic culture as well as teaches
people a lesson on why we should not steal.
This lesson also is based on the Constructivist Learning theories of Jean Piaget
specifically relating to student-centered learning activities. With the interpretation
of the Ali Baba story, students are given the opportunity explore the story in their
own way while being guided by a teacher. They will be able to read the story on
their own and construct the information in the method that best suits their
personality.
guided practice.
Prior to moving on to students' understanding, I will check for students
understanding by gauging our discussion of the objectives to see if students have
any confusion over what is expected of them. I will simply ask them if they
understand and to repeat the objectives back to me. This will allow me to ensure
their understanding of the lesson's objectives.
We Do
(This will come after the "You Do" portion of the lesson) following students' reading
of the story and the finishing of the analysis guide the class will discuss their
interpretations of the story. I will lead the class by asking many open ended
questions so that students who may not yet have thoughts can develop their own.
Next I will randomly choose on students to share their individual thoughts and
interpretations of the story. Many of the intended questions are outlined on the
analysis guide. I will be specifically looking for outlines of the moral lessons of the
story and its insight into Arabic culture. I will also discuss with them the credibility
of this story as a source for Arabic culture. Specifically I will discuss with them how
folklore provides historians with interesting insights into past cultures by providing
stories relating to the lives of everyday people; whereas most stories only tell of
kings, queens, heroes, or mythical beings. I will then show them how to tell if the
story if credible by checking the provenance of the story and the credibility of the
tranlator.
50 | P a g e
The discussion of the story will give me sufficient insight into students'
understanding of the objectives prior to moving on. In addition I will have the
opportunity following the lesson to read students' individual analysis guides and
see their personal interpretations of the story. This will give me a second
opportunity to check for students' understanding.
You Do
Attached to the story is an analysis guide to assist students in their interpretation

of the folk story. Students will read the story of Ali Baba and fill out the analysis
guide. Here they will write down their interpretation of the story along with any
other thoughts they may have. This gives students the opportunity to individually
read the story without influence from their peers. Exemplary answers will be
supported with evidence from the story.
plan? See attachment.
Lesson Closing
At the closing of the lesson I will review the objectives of the lesson and ask
students to provide me with three things they learned from the story. I will
reemphasize the moral lesson from the story as well as the insight it provides into
Medieval/Ancient Arabic culture. I will also discuss with them how we found out if
the story was a credible historical source by checking its provenance and
credibility of the translator.
At the end I will show the Looney Tunes short cartoon "Ali Baba Bunny" to show
the story in a more humorous light and further reinforce the story in the students'
minds.
ANALYZE
51 | P a g e

Description: The important questions on the analysis guide (post-assessment) are
interpretation or opinon based and therefore cannot be graded with solid numbers.
However, after going through students' analysis guides and reading their interpretations I
have determined students have achieved many of the objectives of the lesson. They were
able to provide me with their interpretation of the story and find the moral lesson which I
wanted them to find on their own.
REFLECT
(successes).
I feel that the students loved reading and interpreting the story. It is not often that
students are allowed to take the curriculum and digest it for themselves. I feel that
this was a nice change of pace for them. Students provided many exemplary
answers and interpretations of the story. The classroom discussion was rich and
inviting to all students.
I also feel that the students enjoyed ending the lesson with a bit of cartoon humor.
This provided some positive reinforcement and a bit of lightening up of the
classroom atmosphere after serious intellectual discussion.
One thing I had slight difficulty with was encouraging students to begin reading
the story. Many students were not welcoming to reading a story they saw initially
to be long and boring. However once they began the story they had no troubles
with finishing it.
Secondly I had an issue with students simply going immediately to the analysis
guide and skimming through the story to find the answers. This is not how I wished
for students to receive the information as they miss much of the main, important
52 | P a g e
portions of the story.

To help students get right into the story, next time I feel that I could hype up the
story a little more and increase their excitement prior to their reading of the story.
This will motivate them to read the story immediately instead of complaining
about the perceived length of the story.
To prevent students from simply skimming the story to find answers to the
Analysis guide, in the future I will have the students read the story first and then
come to the front of the room and retrieve an analysis guide upon completion of
the story. This will allow them to read the story before filling out the guide as to
prevent students from simply skimming the story.
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Pre-Assessment
Name:______________________________
1. What is the origin of the phrase "Open-Sesame?"
2. Describe to me the importance of merchants in the ancient middle-eastern world.
3. What is the real meaning of "jihad?"
4. What are the five pillars of Islam.
5. What special role did Arabs play in the Medieval world?
6. What animal did Arabs use to trek across deserts?
7. Why is Mecca and Medina so important to Muslims?
8. Describe the importance of Muhammad in Muslim culture.
9. What important thing did the Europeans gain from the Crusades?
10. What important institution was destroyed by the Mongols in Baghdad?
54 | P a g e
Ali Baba and the Forty Thieves

Retold by Andrew Lang
Source: http://www.storynory.com/2006/03/27/free-audio-story-ali-baba-forty-thieves/
In a town in Persia there dwelled two brothers, one named Cassim, the other Ali Baba. Cassim was married to a
rich wife and lived in plenty; while Ali Baba had to maintain his wife and children by cutting wood in a
neighbouring forest and selling it in the town. One day, when Ali Baba was in the forest, he saw a troop of men
on horseback, coming toward him in a cloud of dust. He was afraid they were robbers, and climbed into a tree
for safety. When they came up to him and dismounted, he counted forty of them. They unbridled their horses
and tied them to trees. The finest man among them, whom Ali Baba took to be their captain, went a little way
among some bushes, and said: Open Sesame! so plainly that Ali Baba heard him. A door opened in the rocks,
and having made the troop go in, he followed them, and the door shut again of itself. They stayed some time
inside, and Ali Baba, fearing they might come out and catch him, was forced to sit patiently in the tree. At last
the door opened again, and the forty thieves came out. As the captain went in last, he came out first, and made
them all pass by him. He then closed the door, saying, Shut Sesame! Every man bridled his horse and
mounted. The captain put himself at their head, and they returned as they came.
Then Ali Baba climbed down and went to the door concealed among the bushes, and said: Open Sesame! It
flew open. Ali Baba, who expected a dull, dismal place, was greatly surprised to find it large and well lighted,
hollowed by the hand of man in the form of a vault, which received the light from an opening in the ceiling. He
saw rich bales of merchandise silk brocades, all piled together, and gold and silver in heaps, and money in
leather purses. He went in and the door shut behind him. He did not look at the silver, but brought out as many
bags of gold as he thought his asses, which were browsing outside, could carry. He loaded them with the bags,
and hid it all with fagots. Using the words: Shut Sesame! he closed the door and went home.
Then he drove his asses into the yard, shut the gates, carried the money-bags to his wife, and emptied them out
before her. He bade her to keep the secret, and he would go and bury the gold. Let me first measure it, said his
wife. I will go and borrow a measure off someone, while you dig the hole. So she ran to the wife of Cassim
and borrowed a measure. Knowing Ali Babas poverty, the sister was curious to find out what sort of grain his
wife wished to measure, and artfully put some suet at the bottom of the measure. Ali Babas wife went home
and set the measure on the heap of gold, and filled it and emptied it often, to her great content. She then carried
it back to her sister, without noticing that a piece of gold was sticking to it, which Cassims wife perceived
directly whilst her back was turned. She grew very curious, and said to Cassim when he came home: Cassim,
your brother is richer than you. He does not count his money, he measures it. He begged her to explain this
riddle, which she did by showing him the piece of money and telling him where she found it. Then Cassim grew
so envious that he could not sleep, and went to his brother in the morning before sunrise. Ali Baba, he said,
showing him the gold piece, you pretend to be poor and yet you measure gold. By this Ali Baba perceived
that through his wifes folly Cassim and his wife knew their secret, so he confessed all and offered Cassim a
share. That I expect, said Cassim, but I must know where to find the treasure, otherwise I will discover all,
and you will lose all. Ali Baba, more out of kindness than fear, told him of the cave, and the very words to use.
Cassim left Ali Baba, meaning to be beforehand with him and get the treasure for himself. He rose early next
morning, and set out with ten mules loaded with great chests. He soon found the place, and the door in the rock.
55 | P a g e
He said: Open Sesame! and the door opened and shut behind him. He could have feasted his eyes all day on
the treasures, but he now hastened to gather together as much of it as possible; but when he was ready to go he
could not remember what to say for thinking of his great riches. Instead of Sesame, he said: Open Barley!
and the door remained fast. He named several different sorts of grain, all but the right one, and the door still
stuck fast. He was so frightened at the danger he was in that he had as much forgotten the word as if he had
never heard it.
About noon the robbers returned to their cave, and saw Cassims mules roving about with great chests on their
backs. This gave them the alarm; they drew their sabres, and went to the door, which opened on their Captains
saying: Open Sesame! Cassim, who had heard the trampling of their horses feet, resolved to sell his life
dearly, so when the door opened he leaped out and threw the Captain down. In vain, however, for the robbers
with their sabres soon killed him. On entering the cave they saw all the bags laid ready, and could not imagine
how anyone had got in without knowing their secret. They cut Cassims body into four quarters, and nailed
them up inside the cave, in order to frighten anyone who should venture in, and went away in search of more
treasure.
As night drew on Cassims wife grew very uneasy, and ran to her brother-in-law, and told him where her
husband had gone. Ali Baba did his best to comfort her, and set out to the forest in search of Cassim. The first
thing he saw on entering the cave was his dead brother. Full of horror, he put the body on one of his asses, and
bags of gold on the other two, and, covering all with some fagots, returned home. He drove the two asses laden
with gold into his own yard, and led the other to Cassims house. The door was opened by the slave Morgiana,
whom he knew to be both brave and cunning. Unloading the ass, he said to her: This is the body of your
master, who has been murdered, but whom we must bury as though he had died in his bed. I will speak with you
again, but now tell your mistress I am come. The wife of Cassim, on learning the fate of her husband, broke
out into cries and tears, but Ali Baba offered to take her to live with him and his wife if she would promise to
keep his counsel and leave everything to Morgiana; whereupon she agreed, and dried her eyes.
Morgiana, meanwhile, sought an apothecary and asked him for some lozenges. My poor master, she said,
can neither eat nor speak, and no one knows what his distemper is. She carried home the lozenges and
returned next day weeping, and asked for an essence only given to those just about to die. Thus, in the evening,
no one was surprised to hear the wretched shrieks and cries of Cassims wife and Morgiana, telling everyone
that Cassim was dead. The day after, Morgiana went to an old cobbler near the gates of the town who opened
his stall early, put a piece of gold in his hand, and bade him to follow her with his needle and thread. Having
bound his eyes with a handkerchief, she took him to the room where the body lay, pulled off the bandage, and
bade him to sew the quarters together, after which she covered his eyes again and led him home. Then they
buried Cassim, and Morgiana his slave followed him to the grave, weeping and tearing her hair, while Cassims
wife stayed at home uttering lamentable cries. Next day she went to live with Ali Baba, who gave Cassims
shop to his eldest son.
The Forty Thieves, on their return to the cave, were much astonished to find Cassims body gone and some of
their money-bags. We are certainly discovered, said the Captain, and shall be undone if we cannot find out
who it is that knows our secret. Two men must have known it; we have killed one, we must now find the other.
To this end one of you who is bold and artful must go into the city dressed as a traveller, and discover whom we
have killed, and whether men talk of the strange manner of his death. If the messenger fails he must lose his life,
56 | P a g e
lest we be betrayed. One of the thieves started up and offered to do this, and after the rest had highly
commended him for his bravery he disguised himself, and happened to enter the town at daybreak, just by Baba
Mustaphas stall. The thief bade him good-day, saying: Honest man, how can you possibly see to stitch at your
age? Old as I am, replied the cobbler, I have very good eyes, and will you believe me when I tell you that I
sewed a dead body together in a place where I had less light than I have now. The robber was overjoyed at his
good fortune, and, giving him a piece of gold, desired to be shown the house where he stitched up the dead
body. At first Mustapha refused, saying that he had been blindfolded; but when the robber gave him another
piece of gold he began to think he might remember the turnings if blindfolded as before. This means he
succeeded; the robber partly led him, and was partly guided by him, right in front of Cassims house, the door of
which the robber marked with a piece of chalk. Then, well pleased, he bade farewell to Baba Mustapha and
returned to the forest. By and by Morgiana, going out, saw the mark the robber had made, quickly guessed that
some mischief was brewing, and fetching a piece of chalk marked two or three doors on each side, without
saying anything to her master or mistress.
The thief, in the meantime, told his comrades of his discovery. The Captain thanked him, and bade him to show
him the house he had marked. But when they came to it they saw that five or six of the houses were chalked in
the same manner. The guide was so confounded that he knew not what answer to make, and when they returned
he was at once beheaded for having failed. Another robber was dispatched, and, having won over Baba
Mustapha, marked the house in red chalk; but Morgiana being again too clever for them, the second messenger
was put to death also. The Captain now resolved to go himself, but, wiser than the others, he did not mark the
house, but looked at it so closely that he could not fail to remember it. He returned, and ordered his men to go
into the neighbouring villages and buy nineteen mules, and thirty-eight leather jars, all empty except one, which
was full of oil. The Captain put one of his men, fully armed, into each, rubbing the outside of the jars with oil
from the full vessel. Then the nineteen mules were loaded with thirty-seven robbers in jars, and the jar of oil,
and reached the town by dusk. The Captain stopped his mules in front of Ali Babas house, and said to Ali Baba,
who was sitting outside for coolness: I have brought some oil from a distance to sell at tomorrows market, but
it is now so late that I know not where to pass the night, unless you will do me the favour to take me in.
Though Ali Baba had seen the Captain of the robbers in the forest, he did not recognize him in the disguise of
an oil merchant. He bade him welcome, opened his gates for the mules to enter, and went to Morgiana to bid her
to prepare a bed and supper for his guest. He brought the stranger into his hall, and after they had supped went
again to speak to Morgiana in the kitchen, while the Captain went into the yard under pretence of seeing after
his mules, but really to tell his men what to do. Beginning at the first jar and ending at the last, he said to each
man: As soon as I throw some stones from the window of the chamber where I lie, cut the jars open with your
knives and come out, and I will be with you in a trice. He returned to the house, and Morgiana led him to his
chamber. She then told Abdallah, her fellow-slave, to set on the pot to make some broth for her master, who had
gone to bed. Meanwhile her lamp went out, and she had no more oil in the house. Do not be uneasy, said
Abdallah: go into the yard and take some out of one of those jars. Morgiana thanked him for his advice, took
the oil pot, and went into the yard. When she came to the first jar the robber inside said softly: Is it time?
Any other slave but Morgiana, on finding a man in the jar instead of the oil she wanted, would have screamed
and made a noise; but she, knowing the danger her master was in, bethought herself of a plan, and answered
quietly: Not yet, but presently. She went to all the jars, giving the same answer, till she came to the jar of oil.
She now saw that her master, thinking to entertain an oil merchant, had let thirty-eight robbers into his house.
She filled her oil pot, went back to the kitchen, and, having lit her lamp, went again to the oil jar and filled a
57 | P a g e
large kettle full of oil. When it boiled she went and poured enough oil into every jar to stifle and kill the robber
inside. When this brave deed was done she went back to the kitchen, put out the fire and the lamp, and waited to
see what would happen.
In a quarter of an hour the Captain of the robbers awoke, got up, and opened the window. As all seemed quiet,
he threw down some little pebbles which hit the jars. He listened, and as none of his men seemed to stir he grew
uneasy, and went down into the yard. On going to the first jar and saying: Are you asleep? he smelt the hot
boiled oil, and knew at once that his plot to murder Ali Baba and his household had been discovered. He found
all the gang was dead, and, missing the oil out of the last jar, became aware of the manner of their death. He
then forced the lock of a door leading into a garden, and climbing over several walls made his escape. Morgiana
heard and saw all this, and, rejoicing at her success, went to bed and fell asleep.
At daybreak Ali Baba arose, and, seeing the oil jars still there, asked why the merchant had not gone with his
mules. Morgiana bade him look in the first jar and see if there was any oil. Seeing a man, he started back in
terror. Have no fear, said Morgiana; the man cannot harm you: he is dead. Ali Baba, when he had recovered
somewhat from his astonishment, asked what had become of the merchant. Merchant! said she, he is no
more a merchant than I am! and she told him the whole story, assuring him that it was a plot of the robbers of
the forest, of whom only three were left, and that the white and red chalk marks had something to do with it. Ali
Baba at once gave Morgiana her freedom, saying that he owed her his life. They then buried the bodies in Ali
Babas garden, while the mules were sold in the market by his slaves.
The Captain returned to his lonely cave, which seemed frightful to him without his lost companions, and firmly
resolved to avenge them by killing Ali Baba. He dressed himself carefully, and went into the town, where he
took lodgings in an inn. In the course of a great many journeys to the forest he carried away many rich stuffs
and much fine linen, and set up a shop opposite that of Ali Babas son. He called himself Cogia Hassan, and as
he was both civil and well dressed he soon made friends with Ali Babas son, and through him with Ali Baba,
whom he was continually asking to sup with him. Ali Baba, wishing to return his kindness, invited him into his
house and received him smiling, thanking him for his kindness to his son. When the merchant was about to take
his leave, Ali Baba stopped him, saying: Where are you going, sir, in such haste? Will you not stay and sup
with me? The merchant refused, saying that he had a reason; and on Ali Babas asking him what that was, he
replied: It is sir, that I can eat no victuals that have any salt in them. If that is all, said Ali Baba, let me tell
you that there shall be no salt in either the meat or the bread that we eat tonight. He went to give this order to
Morgiana, who was much surprised. Who is this man? she said, who eats no salt with his meat? He is an
honest man, Morgiana, returned her master, therefore do as I bid you. But she could not withstand a desire to
see this strange man, so she helped Abdallah to carry up the dishes, and saw in a moment that Cogia Hassan was
the robber Captain, and carried a dagger under his garment. I am not surprised, she said to herself, that this
wicked man, who intends to kill my master, will eat no salt with him, but I will hinder his plans.
She sent up the supper by Abdallah, while she made ready for one of the boldest acts that could be thought on.
When the dessert had been served, Cogia Hassan was left alone with Ali Baba and his son, whom he thought to
make drunk and then to murder them. Morgiana, meanwhile, put on a head-dress like a dancing-girls, and
clasped a girdle round her waist, from which hung a dagger with a silver hilt, and said to Abdallah: Take your
tabor, and let us go and divert our master and his guest. Abdallah took his tabor and played before Morgiana
until they came to the door, where Abdallah stopped playing and Morgiana made a low courtesy. Come in,
58 | P a g e
Morgiana, said Ali Baba, and let Cogia Hassan see what you can do, and turning to Cogia Hassan, he said:
Shes my slave and my housekeeper. Cogia Hassan was by no means pleased, for he feared that his chance of
killing Ali Baba was gone for the present, but he pretended great eagerness to see Morgiana, and Abdallah
began to play and Morgiana to dance. After she had performed several dances she drew her dagger and made
passes with it, sometimes pointing it at her own breast, sometimes at her masters, as if it were part of the dance.
Suddenly, out of breath, she snatched the tabor from Abdallah with her left hand, and, holding the dagger in her
right hand, held out the tabor to her master. Ali Baba and his son put a piece of gold into it, and Cogia Hassan,
seeing that she was coming to him, pulled out his purse to make her a present, but while he was putting his hand
into it Morgiana plunged the dagger into his heart.
Unhappy girl! cried Ali Baba and his son, what have you done to ruin us?
It was to preserve you, master, not to ruin you, answered Morgiana. See here, opening the false merchants
garment and showing the dagger. See what an enemy you have entertained! Remember, he would eat no salt
with you, and what more would you have? Look at him! He is both the false oil merchant and the Captain of the
Forty Thieves.
Ali Baba was so grateful to Morgiana for thus saving his life that he offered her to his son in marriage, who
readily consented, and a few days after, the wedding was celebrated with greatest splendor.
At the end of a year Ali Baba, hearing nothing of the two remaining robbers, judged they were dead, and set out
to the cave. The door opened on his saying: Open Sesame! He went in, and saw that nobody had been there
since the Captain left it. He brought away as much gold as he could carry, and returned to town. He told his son
the secret of the cave, which his son handed down in his turn, so the children and grandchildren of Ali Baba
were rich to the end of their lives.
Questions: Ali Baba and the Forty Thieves.

Name:______________________________
1. At the beginning of the story, what was Ali Baba doing for a living?
2. Who did Ali Baba discover out in the woods?
3. What was the password for the hiding place?
4. What did Ali Baba find in the cave?
59 | P a g e
5. Who did Ali Baba share his secret with?
6. What happened to Cassim?
7. What two things did the Captain try to disguise himself as? Why did he do this?
8. Who saved Ali Baba from being killed by the Captain?
9. How did Ali Baba reward this person?
10. What are some morals or symbolism you can find in the story?
11. Interpret: Explain how this story may be used in traditional Arabic culture.
Bibliography:
United States Census Bureau, 2010 Census,
http://www.census.gov/2010census/popmap/ipmtext.php?fl=46
"Best High Schools in South Dakota," US News,
http://www.usnews.com/education/best-high-schools/south-dakota/districts/grotonarea-school-district-06-6/groton-area-high-school-17757/student-body
Teacher Work Sample Scoring Rubric

Student Teaching
Teacher Candidate Name:_________________________________________________________________
60 | P a g e
Semester: Spring Fall Year 20____

Grade/Subject Area______________________________________________________________________
Task I: Professional Goal Setting
Components
Professional Goal
Setting and Reflection
Advanced/Excellent
4
Proficient/Competent
3
Basic/Developing
2
Below Basic/
Needs Work
1
Candidate identifies one

well-planned goal and
effectively communicates
reasons/justifications for why
s/he chose the goal.
Candidate identifies one

goal and communicates
reasons/justifications for why
s/he chose the goal.
Candidates identifies one

goal but does not
adequately provide
reasons/justifications for
the selection of the goal.
Candidate does not

identify a well-planned
goal nor provide a reason
for the selection of the
goal.
Candidate provides an
action plan for the
achievement of the goal
but needs to work to
develop a more specific
list of resources to be
used for achievement of
that goal.
Candidate does not

provide an action plan for
the achievement of the
goal.
Candidate provides a
detailed action plan for the
achievement of the goal and
cites any specific resources
s/he will use to enhance goal
achievement efforts.
Candidate is highly effective
at communicating any
progress/growth made
toward the goal in the
reflection.
Candidate provides an
action plan for the
achievement of the goal and
cites resources s/he will use
to enhance goal
achievement efforts.
Candidate effectively
communicates any
progress/growth made
toward the goal in the
reflection.
Candidates reflection on
goal achievement is
minimal and needs
development.
Candidate is not clearly

able to reflect on his/her
performance in the area
of goal
setting/achievement.
Task II: Contextual Information

Components
Contextual Factors
Advanced/Excellent
4
3
Basic/Developing
2
Candidate clearly identifies

numerous contextual factors
which may impact the
instructional strategies,
approaches, and
assessments used to support
their students learning.
Candidate identifies several

contextual factors contextual
factors which may impact
the strategies, approaches,
and assessments used to
support their students
learning.
Candidate identifies very

few contextual factors
which prohibits his/her
ability to fully recognize
any impact those factors
would have had on
potential strategies,
approaches, and
assessments used to
support their students
learning.
Below Basic/
Needs Work
1
Candidate does not
identify the contextual
factors.
Task III: Instructional Design and Implementation

Components
Standards/Objective
s
61 | P a g e
Advanced/Excellent
4
3
All lessons contains

evidence of setting
measurable objectives that
are clearly aligned with
specific state and/or national
standard(s).
Most lessons contains

evidence of setting
measurable objectives that
are aligned with specific
state and/or national
standard(s).
Lessons allow for numerous

connections across the
curriculum which serve to
build understanding, and
encourage application to real
world issues.
Lessons allow for

connections across the
curriculum which serve to
build understanding, and
encourage application to real
world issues.
Basic/Developing
2
Lessons contain minimal
evidence of setting
measurable objectives
that are only somewhat
aligned with specific
state and/or national
standard(s).
Lessons allow for very
few connections across
the curriculum which do
not build understanding,
nor encourage
application to real world
issues.
Below Basic/
Needs Work
1
Lessons contain no
evidence of setting
measurable objectives
and are not aligned with
specific state and/or
national standard(s).
Lessons allow for no
apparent connections
across the curriculum;
students are not able to
build an understanding or
apply to real world issues.
Assessment
Technology
Differentiation,
Accommodations,
and Modifications
Management
Lesson
Implementation
(I Do/We Do/You Do)
Incorporates a well-aligned
pre-assessment to measure
students prior knowledge of
the learning objective and
purposefully utilizes the
results to inform
planning/instruction for the
lesson and post assessment.
Includes copies of the Preand Post-Assessments used.
Includes a copy of a high
quality key/product to show
desired outcome.
Incorporates a preassessment to measure

students prior knowledge of
the learning objective and
somewhat utilizes the results
to inform planning/instruction
for the lesson and post
assessment.
Includes copies of the Preand Post-Assessments
used.
Includes a copy of a
key/product to show desired
outcome.
Purposefully and consistently

incorporates the use of
available technology to
further enhance instruction in
ways that authentically
engage all students in the
learning experience. For
cases where technology is
not utilized, candidate
provides a logical
explanation.
Incorporates the use of

available technology to
somewhat enhance
instruction in ways that
engage most of the students
in the learning experience.
For cases where technology
is not utilized, candidate
provides an explanation.
Purposefully adjusts
instruction during lesson
planning and implementation
in order to significantly meet
all of the identified needs of
individuals, small groups or
the class by including
specific methods of
differentiation,
accommodations and
modifications.
Numerous
management/motivational
strategies are clearly
identified and rationale
provided for how these
strategies serve to
significantly enhance both
student engagement and
learning.
Purposefully activates
student interest by
consistently including a
highly-effective/engaging
introduction and closing.
Adjusts instruction during

lesson planning and
implementation in order to
meet some of the identified
needs of individuals, small
groups or the class by
including general methods of
differentiation,
accommodations and
modifications.
Effectively introduces and

repeatedly reinforces the
learning objective(s) so that
students are cognizant of
expected outcomes.
Presents all content in a
sequential manner and
provides numerous
opportunities for modeling
and practicing the skills and
content needed to meet the
learning objective(s).
62 | P a g e
Management and
motivational strategies are
identified and rationale is
provided for how these
strategies enhance student
engagement and learning.
Activates student interest by

including an
effective/engaging
introduction and closing.
Introduces and reinforces
the learning objective(s) so
that students are cognizant
of expected outcomes.
Presents all content in a
sequential manner and
provides opportunities for
modeling and practicing the
skills and content needed to
meet the learning
objective(s).
Checks for student
Incorporates a preassessment which

partially measures
students prior
knowledge of the
learning objective but
fails to adequately utilize
the results to inform
planning/instruction for
the lesson and post
assessment.
Includes copies of the
Pre- and PostAssessments used.
Includes a copy of a
key/product to show
desired outcome.
Is still developing the
ability to incorporate the
use of available
technology to enhance
instruction in ways that
engage the students in
the learning experience.
For cases where
technology is not utilized,
candidate provides an
explanation.
Does not incorporate

evidence of a preassessment to measure
students prior knowledge
of the learning objective.
Does not include copies
of the Pre- and PostAssessments used.
Does not include a copy
of a key/product to show
desired outcome.
Attempts to adjust
planning and
implementation but the
differentiated instruction,
accommodations and
modifications used do
not fully meet the
identified needs of
individuals, small groups
or the class.
Management and
motivational strategies
are not clearly identified
and rational is lacking
evidence of how these
strategies fully serve to
enhance student
engagement and/or
learning.
Attempts to activate
student interest but
needs to work to develop
a more effective lesson
opening and closing.
Does not adjust

planning and
implementation in order to
meet the identified needs
of individuals, small
groups or the class. No
differentiation,
accommodations and
modifications present.
Needs to be more
purposeful about
introducing and
reinforcing the learning
objective so that the
students are cognizant of
expected outcomes.
Content is not always
presented in a sequential
manner and candidate
needs to provide more
opportunities for
Does not incorporate the

use of available
technology to enhance
instruction nor provide an
explanation for why
technology is not utilized.
Management and
motivational strategies to
enhance student
engagement and learning
are not identified.
There are no clear

attempts to activate
student interest.
Candidate does not
include evidence of an
effective opening and/or
closing.
Learning objective is not
reinforced throughout the
lesson.
Content is not presented
in a sequential manner
and candidate does not
provide evidence of
allowing opportunities for
modeling and practicing
the skills and content
needed to meet the
Consistently checks for

student understanding
throughout the entire lesson
cycle and provides detailed
evidence of reteaching/remediation where
necessary.
Includes numerous detailed
reasons for why the
instructional strategies and
learning activities chosen for
the lessons are
developmentally appropriate
(claims are supported by
relevant theory/research that
is clearly cited).
Analyzes
Includes professional-quality
table/charts/graphs which
clearly show post
assessment results (and prepost comparison if
applicable)
Provides detailed description
of the post assessment
results which thoroughly
addresses all of the following
items :
students progress toward
mastery of the objectives
from pre-to-post
factors that may have
affected the post assessment
results
how the results of the post
assessment highlight what
areas of the lesson will
understanding throughout
most of the lesson cycle and
provides evidence of reteaching/remediation where
necessary.
Includes reasons for why the
instructional strategies and
learning activities chosen for
the lessons are
developmentally appropriate
(claims are somewhat
supported by relevant
theory/research that is
cited).
Includes average-quality
show post assessment
results (and pre-post
comparison if applicable)
Provides a description of the
post assessment results
which somewhat addresses
most of the following items:
from pre-to-post
affected the post
assessment results
how the results of the post
assessment highlight what
areas of the lesson will
require re-teaching (if any)
require re-teaching (if any)
Lesson Reflection:
Successes
Lesson Reflection:
Challenges
63 | P a g e
Identifies, describes, and

explains more than two
relevant successful teaching
strategies and provides
detailed supporting evidence
for why they were effective.

explains two successful
teaching strategies and/or
provides supporting
evidence for why they were
effective.
Identifies and describes

more than two challenges
encountered throughout
lesson.
Identifies and describes two

challenges encountered
throughout the lesson.
modeling and practicing

the skills and content
needed to meet the
Checks for student
understanding
throughout most of the
lesson cycle and
provides little evidence of
re-teaching/remediation
where necessary.
Includes reasons for why
the instructional
strategies and learning
activities chosen for the
lessons are
developmentally
appropriate (claims are
not sufficiently supported
by relevant
theory/research nor
sufficiently cited).
Includes poor-quality
table/charts/graphs
which do not clearly
results (or pre-post
comparison if applicable)
Provides a weak
description of the post
assessment results
which does not
adequately address the
following items:
students progress
toward mastery of the
objectives from pre-topost
affected the post
assessment results
how the results of the
post assessment
highlight what areas of
the lesson will require reteaching (if any)
explains only one
successful teaching
strategy and/or provides
only minimal supporting
evidence for why it was
effective.
only one challenge
the lesson.
Candidate does not check
for student understanding
throughout the lesson
cycle and there is no
evidence of re-teaching
/remediation.
Does not includes
reasons for why the
instructional strategies
and learning activities
chosen for the lessons
are developmentally
appropriate (claims are
not at all supported by
relevant theory/research
nor sufficiently cited).
No quality
(and/or pre) results.
Does not provide a
description of the post
assessment results is
weak and illogical and
does not address all of
the following items:
from pre-to-post
affected the post
assessment results
how the results of the
post assessment highlight
what areas of the lesson
will require re-
Fails to adequately
identify, describe, or
explain successful
teaching strategies and
provides no supporting
evidence.
Fails to adequately
identify, describe, or
explain challenges
lesson.
Lesson Reflection:
Improvements

more than two significant
ideas for redesigning the
lesson and provides full
details to support the
redesign.
Identifies and describes two

ideas for redesigning the
lesson and provides details
to support the redesign.

one idea for redesigning
the lesson and provides
very minimal details to
support the redesign.
Fails to identify and

describe an idea for
redesigning the lesson
and/or provides no details
to support the redesign.
Overall Professional Quality of Teacher Work Sample

Components
Writing Skills
64 | P a g e
Advanced/Excellent
4
3
Basic/Developing
2
Below Basic/
Needs Work
1
Content Organization:
All formatting requirements

followed: (Cover page,
references/credits, font and
spacing, anonymity)
All formatting requirements

references/credits, font and
spacing, anonymity)
Most formatting
requirements followed:
(Cover page,
references/credits, font
and spacing, anonymity)
Few formatting
requirements were
references/credits, font
and spacing, anonymity)
Paper is well organized with

clarity of thought and
purpose.
Paper is organized.
Paper is somewhat
organized but candidate
needs to continue to
develop communicating
thought and purpose.
Conventions:
Conventions:
Conventions:
Paper requires much

better organization of
content and candidate
needs to significantly
develop in the area of
communicating thought
and purpose.
Conventions:
Writing has very few errors in

spelling, grammar,
punctuation, and/or sentence
structure.
Writing has only occasional

errors in spelling, grammar,
punctuation, and/or
sentence structure, but does
not significantly detract from
overall quality.
Overall Quality:
Overall Quality:
Writing has frequent

errors in spelling,
grammar, punctuation,
and/or sentence
structure, and this
somewhat detracts from
overall quality.
Overall Quality:
Writing has numerous

errors in spelling,
grammar, punctuation,
and/or sentence
structure, errors which
significantly detract from
overall quality.
Overall Quality:
Professionally written, highquality paper.
Adequately written, average

quality paper.
Writing and quality of

paper are in
development but
resubmission is not
required.
Poorly written, low-quality

paper. Resubmission
required.

Remmich Teacher Work Sample Student Teaching

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Remmich Teacher Work Sample Student Teaching

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Northern State University

Student Teaching Experience

Candidate Phone Number:

Name of School where data

Groton Area High School

I understand that obtaining, or attempting to obtain, a passing grade on a TWS by falsification or

Signature of Candidate Submitting the TWS:

Professional Goal Setting and Reflection

Your university supervisor (discuss the format)

Potential Category Outcomes

Respect and Concern for Students

Commitment to Health and Safety

Understanding Subject Matter

Knowledge of Content implies a broad

Pedagogical Knowledge includes those

Parent and Community Involvement

Knowledge of Self as a Teacher and

Knowledge of the Learner

Knowledge of Self as an Individual

1. Conceptual Framework Goal Statement, Action Plan, and Reflection:

Description of the Contextual Factors

The District has 601 total students. According to the

Task III: Instructional Design and Implementation (due week 10)

Mr. Matthew Remmich

Millicent Atkins School of Education: Common Lesson Plan

Insert an image of your table/chart/graph here.

Is your key included at the end of this lesson plan?

Describe the accommodations/differentiation/modifications you will use to meet

Insert an image of your table/chart/graph here.

instead of receiving a lecture.

The Mayflower Compact

2. With this compact, who does the government belong to?

List examples the terms listed below.

2. What is the entire purpose of the preamble?

Millicent Atkins School of Education: Common Lesson Plan

Insert an image of your table/chart/graph here.

Is your key included at the end of this lesson plan? N/A

skills and content needed to meet the learning objective(s).

APPENDIX: Include a blank copy of your post-assessment.

ensuing discussion will allow me to gauge the level of understanding students

Insert an image of your table/chart/graph here.

House Vote: Y______ N______

President Signature: __________________________________________________

House Vote: Y______ N______

President Signature: __________________________________________________

House Vote: Y______ N______

President Signature: __________________________________________________

House Vote: Y______ N______

President Signature: __________________________________________________

Checks and Balances-

Millicent Atkins School of Education: Common Lesson Plan

Mr. Matthew Remmich

Describe the timeline as to when you plan to administer the pre-assessment?

Insert an image of your table/chart/graph here.

the spread of Islam and other information about African history.

African Ethnic Group Project

Provide a one paragraph description of the culture and

Visual Aids (Pictures and

What is/are the major religion(s) of your ethnic group? How

author(s), publisher, and the URL (if found online).

Mr. Matthew Remmich

Millicent Atkins School of Education: Common Lesson Plan

Precipitation, Ecosystem, Biomes, Chaparral, Tundra, Grasslands, Axis, Season,

House Vote: Y N

House Vote: Y N

House Vote: Y N

House Vote: Y N