PSU Teacher Work Sample Template: Courtney Williams

PSU
TEACHER WORK SAMPLE

TEMPLATE
Your First and Last Name: Courtney Williams
Date Submitted: November 2017
District where you completed

USD 508
the TWS:
Name of School Building

where you completed the Baxter Springs High School
TWS:
Content Area of your TWS: American History
Immigration and Urbanization of America

TWS Unit Topic: in the late 19th and early 20th century
Grade Level of the Classroom /

Students in Which the TWS 10th
Unit Was Completed:
Pittsburg State University Teacher Work Sample 1

I. Contextual Information and Learning Environment Factors
A. Narrative General Contextual Information for Community, District, and School (limited to 1 page)
For my professional semester, I am placed in USD 508. Baxter Springs, Kansas is a small rural community located in southeastern Kansas. There are three
school buildings in the district, consisting of two elementary school buildings and a larger building that is shared between the middle and high schools. The
elementary school buildings are located on the north and south sides of the downtown area; while the middle and high schools sit on the far north end of town.
Being a small rural community, everyone in the town knows everyone else. Most communities that are able to be structured this way, I have found tend to have
better relationships between students, parents, educators, and administration. The high school itself, is both strict and lax as far as their policies are concerned.
The students know what rules are to be followed and the consequences for not abiding by those policies set forth by the district. However, the school also allows
specific students to leave during the day for community service projects and extracurricular activities. All high school students are able to receive a laptop at the
beginning of the year to assist them with their course work, as well as keep them updated on the different activities taking place throughout the school and the
district. While a majority of the students use the school provided technology in the way that is was meant to be used, there are those students who see it as a
welcome distraction and a reason to not participate or pay attention in class. As a prospective educator, I do understand that technological advancements are
necessary in education, however, I have also come to realize that the topic is a double-edged sword. Baxter Springs Middle and High Schools run on a block
schedule with a split lunch. The High Schools lunch is during period 3 on white days and period 6 on red days with a 1st and 2nd lunch. The only day of the
week that is not a block schedule day is Monday, as all classes meet for a classic 45-minute class. With the block schedule, students have the same four
classes on Tuesday/ Thursday and Wednesday/Friday. Baxter Springs school district is currently going through the state re-accreditation process and all of the
educators and administrators are fully licensed by the state in the profession. The student demographics for the high school is a student makeup of 52.39% male
and 47.61% female. 80.87% of the high school students are Caucasian, Hispanic students make up 2.08%, African American are .83% and 16.22% of the
student body are labeled as Other. The other category, I have noticed, is made up predominately of Micronesian students. Baxter Springs High School has a
higher percentage of students that are economically disadvantaged than the percentage for the entire district at 55.30%. The average household income for
Baxter Springs is $49,531 a year with the per capita income being less than $20,000 a year. The district itself, however has moved to one of the poorest districts
in the state, with a poverty rate of 17.4%; more than a 3% increase of the entire state average. Even with a high poverty rate, it is evident that the community
assists the schools as much as possible. In doing this the community, educators, and students all create a sense of family and comradery that most larger school
districts would be hard pressed to find.
Table 1.1 Class Contextual Information (limited to 1 page)
Grade level _10___ Content area (e.g., mathematics) _American History__ Topic (e.g., geometry) ___Immigration_____
Age range of students __15 - 17______ Number of male students ____7_______
Total number of students ___13_______ Number of female students ____6______
Percentage of students receiving free lunch 6% (High School Total) Percentage of students receiving reduced lunch_26% (High School Total)
[if free/reduced lunch information not available for class, provide school percentages]
Area in which students live (check all that apply) Urban _____ Suburban ______ Rural __X____

Ethnicity of students (give numbers) ______ African American or Black __ 1__ Hispanic or Latino
______ Native American/Alaskan Native __12__ White
______ Asian or Pacific Islander ______ Other (specify) __________
Language proficiency of students (give __13__ Fluent English Proficient ______ English Language Learners
numbers)
Identified special needs categories represented _______ Specific Learning Disability _______ Speech/Language Impaired
(give numbers) _______ Hard of Hearing _______ Visually Impaired
_______ Deaf _______ Orthopedically Impaired
_______ Deaf-Blind _______ Emotionally Disturbed
_______ Other Health Impaired _______ Autism
_______ Multiple Disabilities _______ Mental Retardation
_______ Brain Injury _______Gifted
_______ Established Medical Disability (0-5 yrs.) _______ Developmentally Delayed
_______ At risk for developmental disabilities _______ Other (Specify)_______________
Subgroup Selected (describe the group): Gender, Group A vs. Group B
Rationale for Selection 1: I decided to compare females and males to observe prior knowledge of each group as well as the retention of
information presented throughout the unit. The retention of information will be compared through the exam scores that each gender receives, for
both the pre- and post-tests. I chose to break the class up in this way, because there are almost an equal number of each with 7 male students and 6
females, so the numbers will be able to more accurately reflect the information that is being compared.
Rationale for Selection 2: The second subgroup that I am comparing is the Period 1 American History class (Group A) with the Period 2
American History class (Group B). I chose to compare the two American History classes because Group A has 13 students and is evenly
numbered while Group B has 8 male students and 12 female students. So not only is Period 2 larger but there is a greater deficit between male and
female students. It will be interesting to see how those classes compare with each other due to the difference in class demographics.
Provide appropriate charts/graphs to display demographic data for district, school, and classroom in Appendix A.

Table 1.2 Student Characteristics for Whole Class (limited to 1 page)
Student Characteristics Specific Descriptions

Intellectual Characteristics The class that I have chosen for this report is made up of an extremely interesting group of students. The majority of
- Including readiness, them are engaged in every class period, taking notes, asking questions, and genuinely being interested in the material
cognitive abilities, learning being shown them. However, there are three students that seem to not care about how they do in school and refuse to be
needs, developmental levels, engaged in the lecture or class discussions. The cognitive abilities of all of the students are on the same spectrum,
etc. whether or not the students choose to apply those abilities to the information being taught in class is a different argument
entirely. None of the students in this class are on IEPs but the learning needs obviously vary with each student. Some
students learn better with lecture while other students rely on the PowerPoints created to ensure that they are receiving
and retaining all of the information necessary. Overall, the students in this class tend to do very well at every aspect of
learning.
Previously demonstrated Unfortunately, the state of Kansas does not require the same type of standardized test for the social studies curriculum in
academic performance/ each school as they do for English and Math. However, the results for the English and Math proficiency tests showed
ability: that for Math, the High School was at 15.87% Proficient for the 2017 school year; a jump from 2.59% in 2016. On the
% Above standard _____ other side of that, in 2017 the High School was at 58.73% lacking which was down from 68.83% in 2016. Overall, there
% Meets standard _____ seemed to be an excellent increase in the students knowledge and retention of the Math curriculum. The English
% Below standard _____ Language tests on the other hand showed the opposite effect. In 2017, Baxter Springs High School had a. 18.46%
proficiency with a 38.46% lacking in language arts. However, in 2016, they had a score of 22.07% proficient and
24.67% lacking. It is difficult to say what would cause this discrepancy in test scores, as many factors could contribute to
the overall retention of specific groups of students.
Social Characteristics As far as emotions go, this class of students is fairly even, some of the students show theirs attitudes a little more than
- Including emotional, others especially when work is assigned that they dont feel that they should have to do. The more emotionally even
attitudinal, motivational, etc. students tend to only get frustrated when it is difficult for them to understand a specific idea or topic that is being
discussed. As none of the students in this class are on IEPs or have emotional disabilities, it is fairly simple keeping
them all on task and working. Occasionally some students will become a little rowdier than others during work time, but
with some simple redirection they quiet back down and get back to work.
Personal Characteristics None of the students in this class have any physical characteristics that make them stand out, however, they all have very
- Including physical, social, open and fun personalities that are easily visible when instruction is taking place. All of the students in this class come
individual experiences, from differing backgrounds, whether they be economical, sociological, or environmental; in knowing the background of
talents, language, culture, every student though it is easier to build the necessary relationships with them to ensure their success while in your class.
family and community values, An interesting aspect of this class is that all of the students seem to sit with others that have the same interests as
etc. themselves. I have a group of athletes, a group of musicians/ drama students/ and a group of country students. I would
say overall that this class has some of the best group dynamics as well as the most fun of any other class.

B. Narrative: Implications for Whole Class Instruction Based on Information from Table 1.2 (limited to 1 page)
This class has no implications for whole class instruction, other than the expected learning differences that each student has. None of the
students are on IEPs, other than a lack of applicability, all students in this class can operate at the same educational level as the others. By lack of
applicability, all I mean is that there are about three students that refuse or dont care enough about the class or their grade to do their assigned class
work, get that work turned in on time, or even study for their tests. Other than those students, the rest of class behaves correctly, follows procedures, and
is fairly consistent as far as being emotional goes. Over the semester I have been able to learn and adjust to each students learning style in order to not
only be a more effective teacher, but to ensure the continued success of every student in class.

C. Sub- Groups/Students Information
Describe this
Why was this
subgroup/student using
subgroup/student What was learned about this subgroup/student?
information from Table
selected?
1.1
Genders in Group A Intellectual
I chose to select gender as a The females in this class are normally the ones that asking questions and participating more in
subgroup to compare the class. That is not to say that the male students dont, just that the female students have a higher
learning styles and percentage of time that they are asking questions about the topics being discussed in class. While
subsequent exam scores for the male students dont seem to ask questions as often as the female students, when checks for
both the male and female understanding are done, the male students answer just as many correctly as the female students do.
students. Throughout my
SUBGROUP Social
placements I have always
All of the students in this class can be extremely social. While this is not always a negative
or heard that females are more
characteristic, it can make classroom management slightly difficult as constant redirects need to be
FOCUS proficient in the arts, social
made to keep the class on task.
STUDENT studies, and English; while
male students are more Personal
proficient in math and For the most part, all of the students in this class come from comfortable Caucasian families. Two
science courses. In of the male students, while Caucasian, come from a lower socio-economic level than their
comparing these two classmates. These two male students are the ones in class that would do well on their work if they
groups, it will be interesting would merely apply themselves better. When they actually do their work, and get it turned in on
to see if that observation time, they make fantastic grades, but actually making sure that they stay on track is the real battle.
holds true.
Group B This subgroup, Group B, is Intellectual
the second and larger Group B is extremely different when comparing it to Group A. Group B is not only the larger class
American History class. but there are also less male students and a greater student diversity. Group B has four students that
Only having two units of are on IEPs for learning disabilities; while Group A has none.
American History, I felt
that it would be interesting Social
to see how a smaller group Group B is far more social than Group A is. At times this can be a positive attribute whereas at
SUBGROUP would compare with this other times, it can be fairly distracting to the rest of the class. Group B tends to be easier to distract
or larger class. I chose this because of the sociability of the class as a whole. However, there is a greater average of students in
FOCUS because while Group A has Group B turning their assignments in on time and overall, doing better in class on average than
STUDENT 13 students and is evenly Group A.
numbered, Group B has 8 Personal
male students and 12 Students in Group B come from a more diverse personal background than those in Group A. Not
female students. Knowing only does this group have multiple students on IEPs, this group also has students who are
this information, it will be economically disadvantaged whereas Group A doesnt.
interesting to see how both
classes perform throughout
this unit.

D. Narrative Implications for Sub-Groups/Focus Students Instruction (limited to 1 page)
Some of the implications that can be found when discussing how the male students did versus the female students, is the learning curve for each student. In this
class, the female students tend to be more attentive during lecture and offer little to no distractions when concerned with the rest of the class. The male students,
however, tend to be less attentive during lecture and also tend to distract the class more on a daily basis. In making this observation I am not saying that the
males in Group A dont care as much as the females, however, the females tend to be far more attentive while moving through the unit. The issue that this
presents is that the lessons themselves need to be not only informative, but exciting as well. In differentiating the lessons to make them more appealing, there
has been an increase in male student involvement in class as well as increased exam scores. When focusing on Group B, the same thing has occurred, but a
suitable remedy has not been found. Group B is about twice the size of Group A, with a student ratio of approximately 2 female students to every male student.
Like Group A, the male students in Group B have had some issues with being able to get engaged in the lessons. In an attempt to remedy the issue, I
differentiated the instruction to make it more interesting, however, it did not have the same effect as that of Group A. While half of the male students in Group
B began to get more engaged and have increased exam scores, the other half of the male students became less engaged and with worse exam scores. Unsure
what to do, I began speaking with the students individually in an attempt to gain ideas as to how they learn as well as what makes classes easier for them.
Unfortunately, those male students that had begun doing worse on exams had no advice as to how to make the information easier for them to learn, and it
seemed that they had merely given up completely in class. The lack of effort shown by these male students was slightly frustrating, because as an educator I
want to ensure the success of all my students but was unsure how to reach them to ensure success.

II. Instructional Design
A. Narrative Description of Range of Objectives and Rationale for Selection (limited to 1 page)
Due to this class being higher level students, I was able to have more freedom when discussing more difficult topics. This class also has a greater emotional
stability than the other American History section, so I was able to include more class discussions and higher-level thinking assignments to ensure that the
students would understand the topics as well as remain engaged. Unfortunately, for Group B, I was unable to reach more of the higher-level questions as there
are multiple students in that class with IEPs for learning disabilities. I was able to ensure however, that the objectives remained the same, while differentiating
the lesson slightly to ensure solid understanding for all of the students. This class, being mainly academically advanced, had no problems understanding the
topics with basic instruction and assignments. The majority of the students in this class are college bound and as such are able to delve deeper into questionable
topics with little prompting. While I do enjoy the more diverse environment of Group B, I would have to say that Group A was more fun in class due to the fact
that we were able to discuss more questionable topics and have a more diverse outlook of the information being presented.
B. State Objectives Here: Focus should be on student performance not activities. What will students know or be able to do? (limited to 1 page)
Level(s)
Obj.
Unit Objectives (e.g. Blooms
No.
Taxonomy)
1
Students will be able to differentiate between new and old immigrants. Understand
2
Students will be able to analyze types of immigrants and their reasons for immigrating to America. Apply
3
Students will be able to describe and give examples of American Victorian Culture. Remember
Students will be able to compare and analyze the different anti-immigration sentiments that plagued America in
4
the late 19th and early 20th centuries, and tie those to todays society. Analyze, Evaluate
5
Students will be able to describe settlement houses and benevolent societies. Remember
Students will be able to analyze how settlement houses and benevolent societies helped immigrant society in
6
America. Analyze
7
Students will be able to analyze how urbanization increased due to immigration during the time period. Analyze
Students will be able to evaluate decisions made by city planners during the increased urbanization of American
8
cities in the late 19th and early 20th centuries. Evaluate
Students will be creating their own cities in order to understand the movement of peoples and items throughout Understand, Create
9
American society.
Students will be able to identify different aspects of leisure used by American society during the time period
10
being discussed. Understand
Students will be able to analyze the growth and changes of the education system during the late 19th and early
11
20th century. Analyze
Students will be able to analyze and compare the education system of the 1900s to the education system in
12
place today. Analyze
13
Students will be able to analyze the changes in lifestyle and leisure that took place during the early 1900s. Analyze
14
Students will be able to define terms and analyze the main ideas discussed throughout the entire unit. Understand, Analyze
C. Identify State Standards Benchmarks Addressed by Unit Objectives How do objectives address these standards? (limited to 1 page)
Standard 1: Choices have Consequences

Benchmark 1.1: The student will recognize and evaluate significant choices made by individuals, communities, states, and nations that
have impacted our lives and futures.
Benchmark 1.2: The student will analyze the context under which choice are made and draw conclusions about the motivations and goals
of the decision makers.
Benchmark 1.4: The student will use his/her understanding of choices and consequences to construct a decision-making process and to
justify a decision.
Standard 2: Individuals have rights and responsibilities
Benchmark 2.1: The student will recognize and evaluate the rights and responsibilities of people living in societies.
Benchmark 2.2: The student will analyze the context under which significant rights and responsibilities are defined and demonstrated,
their various interpretations, and draw conclusions about those interpretations.
Benchmark 2.3: The student will investigate specific rights and responsibilities of individuals and connect those rights and responsibilities
with contemporary issues.
Standard 3: Societies are shaped by beliefs, ideas, and diversity.
Benchmark 3.1: The student will recognize and evaluate significant beliefs, contributions, and ideas of the many diverse peoples and
groups and their impact on individuals, communities, states, and nations.
Benchmark 3.3: The student will investigate specific beliefs, contributions, ideas, and/or diverse populations and connect those beliefs,
contributions, ideas and/or diversity to contemporary issues.
Benchmark 3.4: The student will use his/her understanding of those beliefs, contributions, ideas, and diversity to justify or define how
community, state, national, and international ideals shape contemporary society.
Standard 4: Societies experience continuity and change over time.
Benchmark 4.1: The student will recognize and evaluate continuity and change over time and its impact on individuals, institutions,
communities, states, and nations.

Benchmark 4.2: The student will investigate an example of continuity and/or change and the vehicles of reform, drawing conclusions
about past change and potential future change.
Benchmark 4.3: The student will investigate an example of continuity and/or change and connect that continuity and/or change to a
contemporary issue.
Standard 5: Relationships among people, places, ideas, and environments are dynamic.
Benchmark 5.1: The student will recognize and evaluate dynamic relationships that impact lives in communities, states, and nations.
Benchmark 5.3: The student will investigate the relationship among people, places, ideas, and/or environment and connect those
relationships to contemporary issues.
Benchmark 5.4: The student will use his/her understanding of these dynamic relationships to create a personal, community, state, and/or
national narrative.
The objectives and lessons meet the state standards by allowing to students to investigate how progressive era politics and immigration not only
changed the landscape of America, but the world as well. The students were able to look at the reasoning behind why specific groups of people
immigrated to the United States and link those reasons with ideas, traditions, and the cultures that they brought with them. The students were also
able to analyze how the rapid immigration to America not only changed the socio-economic look of the country but the environment as well.
Throughout the unit, the students were able to compare the immigration arguments during the time period being discussed to contemporary issues
regarding immigration today. The class was able to consistently evaluate why the choices of those in power affected public policy as well as the
movement of people into and within the United States.

Table 2.1 Instructional Design Unit Plan
Pre-Assessment: A pretest was given that consisted of matching, multiple choice, short answer, and analysis questions.
T Lesson Formative
Instructional Activities/ Describe Specific Adaptations/
Lesson Date R Objecti Assessment
Strategies Differentiation
I ve(s) (formal/informal)
1, 2, 3, 4,
5, 6, 7, 8,
1 10/02 I
9, 10, 11,
Pre-Test Formal
12, 13, 14
Focused on visual, verbal and social learners.
Students discussed what they believed they knew
2 10/03 T, R, I 1, 2 Introduction, Notes Informal
about the unit and answered informal questions
during instruction.
Instruction was visual, verbal, logical, and solitary.
After instruction using notes, students were asked to
3 10/05 T, R, I 3, 4 Notes, Creative Writing Assignment Formal
write a letter taking on the persona of a recent
immigrant to the US.
Instruction was visual, verbal, social, and solitary.
After instruction using a PowerPoint and notes,
students were assigned a review assignment from the
4 10/09 T, R, I 5, 6, 7 Notes, Review Assignment Informal
text. After completion, students compared their
answers to the answers of other students and the
assignment was reviewed as a class.
Instruction for both of these days dealt with visual,
logical, and social learning styles. The students were
5 10/10 T, I 8, 9 Creative Analysis Game Formal
paired up at the beginning of the first day and
remained in the same groups throughout the project.
With the majority of class work being solitary, it
was interesting to see how the students reacted to
6 10/12 T, I 8, 9 Creative Analysis Game Formal
working in groups for two days while playing a
game.
Instruction centered around visual, verbal, and
solitary learning styles. Notes were taken using a
7 10/17 T, I 10, 11 Notes Informal PowerPoint presentation and informal question and
answer sessions were used to ensure retention and
understanding throughout the lesson.
Instruction centered around visual, verbal, and
solitary learning styles. Notes were taken using a
8 10/19 T, I 12,13 Notes, Study Guide Informal PowerPoint presentation and informal question and
answer sessions were used to ensure retention and
understanding throughout the lesson. After the
lesson students were provided with a copy of the
study guide for the exam.
After reviewing the information that the students
provided on their individual study guides, they were
9 10/24 T, R, I 14 Review for Exam Informal
separated into groups and played a jeopardy review
game to prepare for the exam.
1, 2, 3, 4,
5, 6, 7, 8,
10 10/26 I
9, 10, 11,
Test Formal
12, 13, 14
Summative Assessment: The unit exam consisted of 15 matching, 20 multiple choice, 2 short answer, and 1 analysis question.
T- Lesson integrates technology; R- Lesson uses reading strategies; I- Lesson demonstrates integration of content across and within content fields
Table 2.2: Narrative Description of Pre-assessment, Formative Assessments, and Summative Assessment (limited to 2 pages)
Which
objectives Identify how the assessment will be
Describe the assessment to be Explain rationale for choosing
II. D, H, and K does this scored and/or the criteria to be
used this assessment
assessment used for evaluation.
address?
This assessment would allow for a
more detailed analysis of the While this exam wasnt for the same
The assessment used was a written
students knowledge as well as grade as the final exam, students did
pre-test that would be structured in All
retention when compared with the receive points for participating and
the same way as the final unit objectives
Pre-Assessment final exam of the unit. This would taking the exam. The reason this pre-test
exam would be. The exam for this unit
(Diagnostic) also allow the students to know what was given was to gauge students prior
included matching, multiple will be
questions and information would be knowledge of the content material as
choice, short answer, and analysis addressed.
important to listen for during lecture well as give the students an advantage
questions.
and other classroom activities for the final exam.
throughout the unit.

I chose this type of assessments in
Students reflected on information given
The informal assessments used order to ensure that the students were
to them and what they found interesting
throughout the unit were to gauge paying attention throughout the
1, 2, 5, 6, 7, and/ or confusing about that information.
Formative Assessment the students ability to comprehend course of instruction. Students were
10, 11, 12, The students that had been in class every
- Informal the information being shared and asked on a daily basis to recall
13, 14 day of the unit and had paid attention had
ensure the retention of that information previously gone over as
all of the relevant information necessary
information. well as to attempt to guess what the
to answer the questions being asked.
information would be for that day.
For the first formal assignment,
In order to ensure completion as well as
students were given a creative
success, students were given a rubric for
writing assignment that would not
the creative writing assignment. Each
only require imagination but also
Both classes enjoyed these two paper was read through to ensure that all
the ability to empathize with the
assignments, as they were able to let of the relevant information was present.
ideas and feelings plaguing
their creativity wander. There were The creation game did not have a rubric
Formative Assessment immigrants during the time period
requirements to each of the 3, 4, 8, 9 with it as the instructions were read
- Formal being discussed. The second
assignments, however, the students aloud for each round from a PowerPoint
formal assignment was a creation
for the most part were given free presentation. The students were graded
game that requires unit knowledge
reign. on the completion of the drawing and the
regarding the increased
answers given describing the drawing as
urbanization of American cities
well as what they liked or disliked about
throughout the height of
the assignment.
immigration.
All
This exam was given to students to
At the completion of the unit, objectives The exam was scored with a minimum
Summative gauge retention of the information
students were given the for this unit passing grade of 60% per the schools
Assessment that they received throughout the
Immigration and Urbanization will be grading scale.
unit.
Unit Exam. addressed.
Narrative for Instructional Design

II. E.
The lessons for this unit have been sequenced in this matter in order to retain a sense of fluidity for the time
periods and topics being discussed. It is much simpler to understand history when topics are discussed that
Why are the lessons sequenced in this
happened at the same time period versus teaching a topic and then in the next unit having to back track 50
manner? years. In giving the lessons in this way it has been evident that student success has increased over the
course of the semester.
II. F.
For this unit, the most commonly used learning strategy was visual/ solitary. The classes being taught this
What learning strategies were incorporated
semester all have the use of school provided laptops and as such are able to take notes on their own while
into this unit? working through the unit. The review activities that were assigned can be worked on cooperatively if the
students so desire. I do not however, require that the students do their assignment using a collaborative
process. The game that was played in class was the only assignment that was a required group setting. The
purpose for this being that the game itself was extensive and had time limits for each round that warranted a
group setting to ensure proper completion.
These activities and strategies address the objectives of the unit by ensuring that the students understand
How do the instructional strategies/activities how immigration affected every aspect of American culture. The objectives were also met by ensuring the
address the learning objectives for this unit? understanding of how immigrants during this era were treated by different groups of American citizens and
how that treatment changed the face of American society.
II. G.
Critical thinking and problem solving, while being an important part of the lesson was seen mostly in the
group game that was played. Throughout the game the students had to first walk through the process of
How will critical thinking and problem- building a city during industrialization and as the rounds progressed, to change that city through increased
solving strategies be implemented? Give urbanization caused by immigration. In working through this game, the students were able to understand
specific examples of use. the struggle that city planners faced when new technologies took over during the industrialization period as
well as the massive influx of immigrants that America experienced which led to the increased urbanization
necessity.
II. I.
During this unit, the largest reading strategy would have to be the creative writing assignment. While the
Explain the reading strategies that will be students were to write a letter using the persona of an immigrant of the time, they first had to read and
used throughout the unit. Give specific analyze multiple examples of immigrant letters. In the analyzation process the students were able to
examples. (Remember that using text is not a become more familiar with the more intimate details of that immigrants life. Not only did this encourage
reading strategy) thought but it also allowed the students a much more precise view of the trials and tribulations that affected
the immigrant class upon their arrival and subsequent stay in America.
Technology was used consistently throughout the entire unit. Not only did students take notes from
How will technology be integrated within the PowerPoint presentations on their school provided laptops, but some video clips from online sources were
unit? Explain both teacher use and student used to reinforce the information that was being taught on that specific day. Students also completed all
use. assigned work on their laptops which were printed off and turned in at the beginning of class on the due
date.
This unit integrated not only history and the building on of knowledge already gained throughout class; but
How does the unit demonstrate integration of geography, economics, sociology, and language arts were all included as well. All of these fields were the
content across and within content fields? focus of one if not all of the lessons that were taught in order to give the students a more complete picture
of the information from every angle possible.
II. J.
For this class being discussed, there were no emergency needs to differentiate instruction, however, after
What specific adaptations or differentiated the first day of instruction it was apparent that some of the information and/ or explanations being given
needed to be explained at a lower level. This was because as a class, some of the ways that the information
activities were used to accommodate was being explained was to extensive of an explanation for the topic. While a few of the extremely high
individual learning needs for the whole class? functioning students were able to grasp the concepts the first time they were explained, the majority of the
class had to slow down and work their way through the information in order to completely understand it. I
would say that the majority of the differentiation took place with the Immigrant Letter assignment as well
as with the Urban Game. This allowed for far more creativity to be shown as well as a relaxing period for
the students at the middle of an extensive unit.
The breakdown of information was used mainly for the male students in the class. It seemed that the female
What specific adaptations or differentiated students could grasp the ideas and topics being discussed with relative ease. The male students, however,
activities were used to accommodate needed some extended explanation and prompting in order to ensure that they were able to fully understand
individual learning needs for the identified the information being shown them. The Urban Game was a game that every student in both Groups played
sub-groups / students? well and all thoroughly enjoyed. The Immigrant Letter activity, however, was chosen because of Group Bs
somewhat constant need for greater creative license when it came to assignments.
Provide a copy of two complete detailed lesson plans in Appendix B.

III. Teaching and Learning
A. Narrative: Daily Teaching Reflections (limited to 4 pages)
Day 1:
On the first day of the unit, the students were given a brief introduction into the information that was going to be presented throughout the unit.
After this introduction, the students were then given the pre-test and allowed the rest of the hour to take it. Fortunately, everyone was able to finish
the test before the end of the hour which allowed for a brief discussion about what information the student felt completely sure about versus what
ideas and topics they were unsure of happening during the time period being discussed. As expected, the students had little prior knowledge over
the topics, ideas, and people that were going to be discussed, however, I was anticipating that with the activities planned for the unit the students
would be able to gain and retain a lot of knowledge.
Day 2:
The day began with an introduction into the unit. After the introduction, the students were told to take out any materials that they needed to take
notes for the day, whether it be their school laptops or pen and paper. This days notes revolved around the distinctions between the groups of
people known as Old Immigrants and New Immigrants. After discussing those differences, the class then went over the voyage to America as
well as the trials and tribulations faced by the immigrant class once landing on American shores. A brief discussion was held over the mistreatment
of these people by the Americans as well as the purpose of creating immigrant communities and the process of Americanization. The students were
then given copies of immigrant letters that had been written to read and analyze. After a brief class discussion over the topics and ideas they found
interesting about the letters, the students were assigned the creative writing assignment which was to be turned in the next class period.
Day 3:
Todays instruction began with a reminder to the students that their immigrant letter assignment was due, so if they needed to print it out in order
to turn it in they would be allowed the first few minutes of class to do so. After every student received their assignment from the printer and had it
turned into the appropriate classroom tray, we began by reviewing the information learned the previous day. Any topic or idea the students were
confused on was retaught to ensure maximum retention and knowledge gain. After this brief question and answer session, we began working
through the unit PowerPoint. Todays lesson focused on a more in depth look at the racist tendencies of Americans towards all groups of
immigrants, as well as the living conditions that these groups of people were forced to live with. The lesson also dealt with the different groups of
people that attempted to make all aspects of immigrant life better through community projects and other social services. Throughout this point of
the lecture not only was the class discussing all of these topics with the outlook of the time period, but they were also analyzing how some of the
same sentiments, views, and reactions are still evident in todays society.
Day 4:
The instruction for day four began with a brief review on what was discussed during the last period followed by the completion of the section in
the unit PowerPoint. Instruction focused on the increased urbanization of American cities due to the massive influx of immigrants making their
way into America. After discussing the urbanization and technological advances that could be seen during this time period, the discussion moved
to the new class of American wealthy and the lifestyle that they began living. The majority of students had never heard the details of Victorian Era
life, however, in tying the topic to main stream media of the last twenty years, I was able to connect the ideas being discussed to something that
every student had seen or heard of before. The final topic of discussion was the Social Gospel and Reform Movements that took place in an
attempt to make life more bearable for the less fortunate immigrants that came to the country. At the completion of this section of the PowerPoint,
the students were given an assignment from the text book that they had to complete by the beginning of the next class period. Being a review
assignment, the idea behind it was to ensure maximum retention of the knowledge portrayed throughout the lecture.
Day 5:
This class began with the students turning in their completed review assignments from the previous lesson. After which, the students were split into
groups and given a large piece of paper in order to play the Urban Game that would take the entire class period of today as well as the entire class
period of Day 6. After all of the students had moved into their groups and every group had the necessary materials to do the assignment, the
instructions for the game were read and the rounds began. Out of the twenty-round game, the classes made it through the first ten rounds before the
students were dismissed to clean up the room and put their partially completed projects in the back of the class.
Day 6:
Class began with the students again splitting up into their assigned groups and collecting the materials necessary to complete the Urban Game.
Once every student was settled in and the rules once again explained, the last ten rounds of the game began. Throughout the game, the number of
items needed in each round increased while the amount of time allotted to each round decreased. While some of the students became aggravated
with the situation, after some brief discussion as to how difficult it was them to complete the round, imagine how difficult the task was for city
planners dealing with the number of immigrants that were coming into the country on any given day. At the completion of the twenty rounds,
students were instructed to answer three short answer questions explaining their views of the game and to tie the difficulties that they faced in the
planning of their down with the difficulties faced by the city planners of the time. After each group finished the questions, they were all able to add
color and some contrasting details to their drawings without actually changing any of the information being portrayed.
Day 7:
The lesson today began with a brief introduction to the information that was going to be taught throughout the rest of the unit. The students were
also asked to display any prior knowledge that they might have over this new information in an attempt for me to gauge the topics that needed to
have more time spent explaining and discussing them. The information that was discussed today dealt with the changes of the education system
and the reformers responsible for them. In order to discuss the education system from this time period though, the changes in publishing and
manufacturing of books also needs to be discussed. While the students seemed to be more knowledgeable about the way that the education system
worked, we spend a good deal of time discussing the changes to publishing practices and how those changes for both areas are still present today.
Day 8:
Todays lesson started out with a brief review of the topics discussed on day 7. After which the classes concluded the unit in discussing the
increase in leisure time activities, sports, and the changes in music that were experienced during this era. With little prompting the students were
able to tie the information being given to activities that still take place in todays society. After the lesson was finished, the students were given a
study guide for their exam and given the rest of the class period to work on it.

Day 9:
Students were to have their study guides with them, whether in hard copy or electronic copy, and the entire class participated in the test review. As
a class, we reviewed and discussed all of the information that was going to be needed for the exam. After the review was completed, the students
were split into separate groups and a jeopardy review game was played for the remainder of the hour. The students did very well at the review
game and my hopes were increased when dealing with the expectant scores of each student on the exam.
Day 10:
The students were able to use the first fifteen minutes of class to review their study guides, after which the study guides were collected and placed
on the table in the front of the class. The exams were then disbursed and the students had the remainder of the class period to complete the exam.
B. Classroom Management Plan (rules, procedures, preventative strategies, supportive strategies) (limited to 1 page)
Classroom Rules
Be Respectful
Be Kind
Be Responsible
1. Come prepared to class every day.

2. Follow instructions and procedures.
3. Stay on task and use active listening during class time.
4. Use school provided technology appropriately and dont have cell phones out during class.
5. Be respectful of your classmates thoughts, ideas, and opinions.
6. Keep yourself and your belongings to yourself.
My Classroom Management Plan
The purpose of my classroom management plan is to provide a safe environment for students while fostering academic excellence. The
main key to this management plan being successful is respect and responsibility. Not only will the students need to be respectful of teacher, but
they need to show respect to their classmates and themselves. Responsibility is a key factor that will be discussed with all students starting the first
day of class. Time management is a key factor of responsibility and will be a focus during the year. From the first day of class, I will be discussing
the importance of responsibility, respectfulness, and safety. With this discussion, the students will also know what the classroom expectations and
consequences are should they not follow the rules and procedures set before them. Effective classroom teachers develop a discipline hierarchy that
also includes the responsibilities of the teacher, both of which are outlined below.

Negative Consequences
In order to maintain instruction:

1. I will be in the classroom at all times when students are present.
2. I will attempt to use redirection practices that are non-invasive to student learning.
3. I will use eye contact and proximity methods to redirect misbehaving students.
4. In an attempt to keep learning even, I will call on students randomly throughout class to answer questions.
In order to redirect students throughout class:

1. I will give a verbal reprimand and ask that he/she change the behavior being exhibited.
2. The student will be given a choice to change their exhibited behavior or face a consequence.
3. The student will be moved to another seat in the classroom.
4. The student and I will have a discussion in which the negative behavior will be outlined by me and explained by the student.
When it is necessary to involve others:

1. The student will be removed from class and sent to the office.
2. The parent/ guardian of the student will be informed and a possible conference scheduled.
3. I will look for assistance from the principal, counselor, or other administration personnel.
Positive Consequences
In being an effective educator, it is my understanding that not all consequences should be negative in nature. As such, I will do my best to employ
positive consequences when warranted.
1. Free time during class.

2. Bonus points on an assignment.
3. Snacks or candy as a reward.
4. Positive acknowledgement.
In order to ensure that students will follow the prescribed rules and procedures of the class, I will spend the first weeks of class teaching and
practicing them. These procedures include:
1. Entering the classroom

2. Attendance
3. Preparedness when entering class
4. Bathroom usage
5. Distributing papers and assignment guidelines.
6. Appropriate technology usage
In an attempt to ensure parental engagement, I will also have these following methods in place:
1. Welcome letter
2. Teacher website
3. Classroom webpage
4. Student planners
5. Unit folders with checklist
Reflecting on the observations and experiences from this past semester, that I must think what I say and say what I mean. Communication,
consistency, and follow through are important keys to a successful classroom and an integral part of effective classroom management.
C. Student Interaction and Engagement (Strategies for promoting student to student interaction and student motivation) (limited to 1 page)
In my classroom, I attempt to promote student interaction as best I can. Throughout the assignments and activities, I attempt to include some type of class
interaction whether through class discussions or collaborative work. One thing that I have noticed about my lesson planning is that I tend to stay away from
group work. Normally that type of work doesnt tend to promote student interaction. Working with this class I feel like the best way to promote student to
student interaction is to provide them with a fun activity that gets them interested in the topics being discussed and attempts to foster their creativity. In an
attempt to accomplish this goal, I create activities and projects that tend to promote collaborative work without forcing the students into it. Many of the students
complain about group work for obvious reasons, the main one being that not every student participates at an equal level. However, before long, most of the
students had become accustomed to working in collaborative groups and would tend to complain if we didnt do an activity that required them to interact with
one another student. While I recognized this as a step in the right direction, I also attempted to ensure that the students realized that not every assignment could
be group work. There would be days where we just needed to take notes, or days when we needed to quietly work on something and they, as a class, needed to
understand that distinction. When motivating students, I believe that creating fun, interactive, and engaging lessons and activities is the best and easiest way to
go. Some of them most motivated students in class are the ones that find a joy in the acquisition of new knowledge, why others have a difficult time being
motivated day in and day out. As soon as an activity. assignment, or project comes out that I knew wasnt going to be near as fun or creative as some of the
others I could immediately see certain kids shut down for the day. Overall, I would say that the biggest influencing factors for student interaction and motivation
would be that each days lesson is creative and requires the students to be active and engaged through their thoughts, actions, interactions, and imagination.
D. Student Communication (detailed description of appropriate strategies to encourage student to student communication) (limited to 1 page)
I would describe student to student communication as being similar to student interaction. One observation that I have noticed throughout my teaching
experiences is that student interaction and communication have both decreased over the last three years due to the virtual and technologically linked in world we
live in. They can send texts, posts, blogs, emojis , and even the best of selfies to one another on a daily basis. However, if a teacher asks them to talk to each

other about the lesson for the day or what they find interesting every single student tends to shut down entirely. Students today tend to really struggle with this
type of communication simply because they were raised in a culture that believes texting is the same thing as talking. Growing up, there were always students
who were more social then others, those that didnt talk much at all, and those who wouldnt stop talking if you paid them to. Today, on the other hand, there are
few kids in my classes who like to verbally communicate, some that dont mind to, and several who dont at all. It amazes me how some of the most active,
athletic, and articulate kids in the school really dont like to talk much let alone read in class. As a teacher, I am attempting to verbally communicate with them
as much as I can before they decided to check out completely before the end of class. Most of my strategies are listed here or above, but the best thing that I
have seen to boost student communication would be the energy level of the room, and the interactive lessons that force them to learn to be okay with verbal
communication and social activity.
Narrative: Analysis of Assessment

E. Pre-Assessment
Overall, I would have to say that the students did far better on the pre-test than I expected them to. The students either
knew more information about the topics and ideas that were going to be discussed throughout the unit, or they are
Overall analysis of results. extremely adept at guessing correctly. Most of the questions that were missed dealt with specific people being
discussed rather than overarching topics and ideas. This information does make complete sense, however, as the
majority of the information should be new to the students.
Using the results of the pre-test, it was evident that all of the objectives were going to have to be discussed to at least
some extent. The majority of the objectives were going to have be discussed in greater detail, however, the objectives
Discuss the results in reference to
dealing with anti-immigration sentiments were fairly well known for these students. When I discussed this
the learning objectives. observation with them their reasoning behind their knowledge was the ability to tie the ideas the saw in the pre-test to
arguments that are still being fought in present day society.
Describe how pre-assessment data Using the pre-test results, I was able to focus on the ideas, topics, and people, that every student got incorrect and
spend more time on them. Going into greater detail with some of these topics, I believe, helped the students gain a
was used to proceed with instruction
better understanding of the information being shown them. I was also able to determine which students truly needed
for all students. more help during instruction versus those students that simply need to be pointed in the right direction.
The plan to differentiate instruction throughout the unit is to increase the creativity of the assignments as well as to
include more images and videos in the PowerPoints. Not only will this allow for the achievement of more auditory
What is the plan to differentiate for
learners, but it will also give the visual and cooperative learners the same ability to succeed in class. In order to be an
all learners? effective educator, I have to learn to differentiate more than I am currently doing, but reflecting on what each student
needs out of every unit seems to be a great asset when determining instruction styles.
F. Formative Assessment
The best results of formative assessment for this unit could be seen in the success of the Urban Game. Between the
game and review questions at the end, it became apparent which students were paying attention in class and grasping
Overall analysis of results.
the topics versus those students who were having troubles.

Discuss the results in reference to Based on the information provided by the students in the assignment, they were indeed learning what was outlined in
the learning objectives. the objectives. One of the main difficulties of matching with the objectives was motivating those students that gave
little to no effort during class instruction.
Are students learning what was
intended they learn?
With the results of the game, it was easy to see which students needed the extra help and which students were doing
Discuss any adaptations based on the perfectly fine with the objectives being taught. When the realization was made, I was able to shift some of the
results of formative assessments. instruction around and add more visual cues for those students that were not getting what they needed out of the
PowerPoint presentations alone.
Identify differentiation needed to I would say the best aspect of differentiation that I used to help all students was keeping every aspect of class as
simple as possible. The PowerPoints, assignments, projects, and activities had very simple and exact instructions.
help all students meet the goals and
Many of the assignments that I created allowed students to expand as much as they wanted, while allowing students
objectives of this unit. who were having a hard time to simplify topics in a way that they could better understand.
G. Summative Assessment
The average score on the exam was an 87.5%. This average was far better than the last exam that had been given so I
What did the disaggregated data of was extremely pleased with this score. One thing that I found interesting was that Group As average score was
the assessment reveal? higher in the pre-assessment but lower in the summative, when compared to Group B. I found this interesting as
Group A has far less distractions on a day to day basis than Group B does.
Compared to the pre-assessment, the summative assessment showed that the objectives that were lacking and needed
to be mastered by the students were met. The students did extremely well when looking at the objectives of the unit
Discuss the results in reference to and the questions that were answered correctly and incorrectly in the exam. Some of the people discussed during
the learning objectives. lecture seemed to be difficult for the students to keep straight. However, this result came from only two of the
students in Group A as well as two students in Group B. The thing that these four students have in common, is that
they are the least active in class during instruction.
Based on the exam scores, I believe that the students did learn the intended information. The majority of students did
Did all students learn what was well on the test and those that didnt refused to answer some of the questions on the test. One aspect of the results that
intended they learn? Explain. was a nice surprise was that those students who had been doing poorly in class did a lot better on this exam and
seemed to grasp the information presented a lot better than the previous units.
Provide a copy of pre-assessment document and the corresponding scoring key/rubric in Appendix C.
Provide a copy of one formal formative assessment document and the corresponding scoring key/rubric in Appendix C.
Provide a copy of one informal formative assessment document and the corresponding scoring key/rubric in Appendix C.

Provide a copy of the summative assessment document and the corresponding scoring key/rubric in Appendix C.
H. Visual Representation of Disaggregated Data

Chart/Table/Graphs of disaggregated data for the Pre-assessment should be included in Appendix C.
Due to the varied nature of data collected by the teacher candidates, each candidate is asked to create a chart/table/graph that includes data for
the Whole Class, Subgroup, and Focus Students. Title the table/chart/graph and use labels to accurately portray the data.
Chart/Table/Graph of disaggregated data for the Summative Assessment should be included in Appendix C.
Due to the varied nature of data collected by the teacher candidates, each candidate is asked to create a chart/table/graph that includes data for
the Whole Class, Subgroup, and Focus Students. Title the table/chart/graph and use labels to accurately portray the data.

IV. Self-Evaluation and Reflection
A. Narrative description of Successful Activities and future implications
Based on the analysis of all the assessment

Give more than one reason for each of the successes identified.
results, identify TWO learning objectives
from the unit students were most successful.
Objective 1: This was one of the objectives that the students had some basic knowledge on and was evident from the
Students will be able to compare and analyze pre-assessment. Even though there was previous knowledge when dealing with this objective, the increased
the different anti-immigration sentiments that knowledge throughout the course of the unit was extensive. This gain was mainly portrayed through the
plagued America in the late 19th and early 20th creative writing assignment that the students did. Not only did they have to look objectively at the anti-
centuries, and tie those to todays society. immigration sentiments of the time period, but they had to put themselves in that situation to complete the
assignment effectively.
Objective 2:
Students will be able to evaluate decisions made This objective can best be reviewed by looking at the results of the Urban Game that they students played.
by city planners during the increased Not only were they having to decided how to effectively create a city in a specific time limit following
urbanization of American cities in the late 19th specific rules, they were also having to more deeply analyze the decisions made by city planners as well as
and early 20th centuries. the immigrants moving into the country. These analyses can not only be seen on the completed project but
the summative assessment as well.
Discuss at least TWO things to do differently in the future to extend these successes to continue students academic growth.
If I could do it again I would have organized the groups for the urban game into smaller numbers. The large groups worked relatively well, but certain students
took control of the projects and tended to not let other students find success. I would also make sure that the students had a better grasp of the topics when it came
not only to the creative writing assignment, but the game as well. With the creative writing assignment, it would have been nice to see more differentiation and
deeper analysis from the students in regard to the assignment. The instructions were simple to ease understanding, but this also didnt really allow much room to
expand for students who tended to want to.
B. Narrative description of Least Successful Activities and future implications

Based on the analysis of all the assessment
Give more than one reason for each of the least successful objectives identified.
results, identify TWO learning objectives
from the unit students were least successful.

Objective 1:
Objective 2:
Discuss at least TWO things to do differently in the future to improve students performance.
TABLE 4.1 Communication Log
Follow Up
Method of Result or Impact on (if
Date Person Contacted Contact Reason for Contact Instruction necessary)
Parent teacher conference to review student
10/17 Parent Conference Continued student success
success over the semester

Student has increased work ethic
hardships in class and come up with a plan
10/17 Parent Conference and has been turning in assignments
to ensure success over the rest of the
on time
semester
Parent teacher conference to review student Student has increased work ethic
hardships in class and come up with a plan and has been turning in assignments
10/17 Parent/ student Conference
to ensure success over the rest of the on time. However, student still
semester performs poorly on exams.

Follow Up
Method of Result or Impact on (if
Date Person Contacted Contact Reason for Contact Instruction necessary)
Student has increased work ethic
hardships in class and come up with a plan
10/18 Parent/ student Conference and has been turning in assignments
to ensure success over the rest of the
on time
semester
Add rows as needed
C. Narrative Reflection on Impact of Communications (limited to 1 page)
All communication that was necessary for student success in class was discussed at the two-night parent-teacher conference event held at Baxter Springs High
School. Fortunately, some of the parents that came to the even did in fact need to be there as their child was doing poorly in class. In order to ensure the students
success, a plan was developed that would help ensure the students success by the end of the semester. Unfortunately, however, the majority of the parents that
showed up to participate had students with a 3.5 or above GPA. While it was a pleasant experience meeting my students parents, I would much rather have met
with the parents of the students that needed to pick up the pace with their work and exams.
D. Narrative Reflection on Future Professional Development (limited to 1page)
Identify at least TWO aspects of instruction that could be improved. What specific professional development opportunities/activities will
Explain reasoning. help to acquire that knowledge or skill?
Aspect 1:
I need to attempt to be better acquainted with working with students that Development wise I would say that attending a professional seminar or
are on IEPs. Even though the focus of this report was on a class that has some type of an IEP workshop would be the most ideal decision. While I
no students on and IEP, my other classes do. I found over the course of took a Special Education Course in college that was outstanding, it would
teaching that I was grossly unprepared with differentiating lesson plans have been more beneficial to have paired that course with other Special
for these students as well as merely getting them involved in the lesson education courses.
for the day.

Aspect 2:
I need to understand that even though the students that I taught are in high I would say that the best way to remedy this issue, is just to practice delivery
school, they are not college level students. As such I need to make sure that more. I know the information that is required to appease the state standards as
instructions, assignments, and PowerPoints are based more on the level befitting well as what is covered in the texts I am using. I merely need to make sure that I
the students being instructed. am presenting and explaining in such a way the secondary education students
can easily understand what is being explained.

REFERENCES

APPENDIX A
District Building
Male Male
47% 53% Students 48% 52% Students
Female Female
Students Students
District Building
2% 14%
2% 16%
1% 1%
81%
83%
White African American Hispanic Other White African American Hispanic Other
District Building
Economically 45%
37% Disadvantaged 55%
63%
Non-
Economically
Disadvantaged Economically Disadvantaged
Non-Economically Disadvantaged
District Building
Students with Students with

17% 11%
Disabilites Disabilites
83% Students 89% Students

Without Without
Disabilites Disabilites

Class Ethnic Class
Demographics
Male Students
8% 46% 54%
White Female
Hispanic Students
92%
Class Socio-Economic
Information
Economically
38% Disadvantaged
62%
Non-
Economically
Disadvantaged

APPENDIX B
Lesson Date and Time: Thursday 10/05/17 No. of Students: 13

8:00 9:27
Miscellaneous Information: Ensure that all
Room Number: 10 students turn in assignments. For those that
dont a ZAP form is required.
Teachers Name: Ms. Williams
Anticipatory Set:
Start a discussion with the students about the last lecture. Ask for a short review of the topics covered to ensure
retention and discuss what the new topics for the day will be.
Objective:
Students will be able to analyze how immigrants were treated during the late 19th and early 20th century.
Students will be able to understand the societal differences that led to the discrimination of immigrants during
this time.
Materials:
Students will need to have either notebooks and writing utensils or their school provided laptops in order to take
notes.
Students will need their school provided laptops, or computer of some type, in order to type the creative writing
assignment that is being assigned.
Instructional Procedures:
Students will watch an episode of student news and turn in assignments from last class (15 min)
Discuss with students what was lectured over last class to gauge retention of information (5 min)
Students will listen to lecture while taking notes on important topics (35 min)
Students will receive tenement packet and read with a partner (10 min)
Discuss what they found interesting in the reading and have the students answer the questions provided on their
own. (10 min)
Students will receive a creative writing assignment, An Immigrant Letter Home that will be due at the
beginning of the next class period. (10 min)
Evaluation:
Evaluation will be informal question and answer throughout the lecture as well as at the start and end of the
class.

Lesson Date and Time: Tuesday 10/10/17 No. of Students: 13
8:00 9:30 AM
Miscellaneous Information: Students need
Room Number: 10 to be split into groups, materials handed out
and instructed as to the rules of the game.
Teachers Name: Ms. Williams
Anticipatory Set:
The class will begin with a short discussion and review regarding the information that has been taught so far
through the unit. Once confident that the students have understood and retained the necessary information, the
days activity will begin.
Objectives:
Students will be able to evaluate decisions made by city planners during the increased urbanization of American
cities in the late 19th and early 20th centuries.
Students will be creating their own cities in order to understand the movement of peoples and items throughout
American society.
Materials:
For today and next class, the only materials the students will need is a pencil (with eraser), colored pencils, and
a legal sized sheet of paper to create their city on.
Instructional Procedures:
Students will discuss and answer questions regarding the information previously taught throughout the unit to
ensure understanding and retention. (10 min)
Students will be split into their groups by the instructor and desks moved around so each group has their own
specific work area. (3 min)
Students will listen to a story line and instructions regarding the urban game followed by a short question and
answer session to ensure that all students understand the point and rules of the game. (10 min)
Students will move throughout the PowerPoint round by round, each round timed in decreasing intervals until
round 10 is reached. (55 min)
Students will put materials and current drawings away to be used next class. Students will also answer questions
about the game and their reaction to it. (7 min)
Evaluation:
Evaluation is informal question and answer paired with the collection of the city drawings up to the final round
reached for the day.

APPENDIX C
Immigration Unit Exam (Both Pre- and Post- tests were the same tests)
Matching: Choose the best answer for the term or person listed. (2 points each)
1. Old Immigrants A. Poor accommodations in a ships lower level
2. Benevolent Societies B. Laws requiring parents to send their children to school
3. New Immigrants C. Organizations that helped immigrants in cases of

sickness, unemployment, and death
4. Steerage D. Law that denied US citizenship to people born in
China
5. Chinese Exclusion Act E. A reform leader that founded Hull House in Chicago
6. Frank J. Sprague F. A new class of American city dwellers that arose in

the 1880s
7. Nouveau Riche G. An Irish immigrant that spoke out against Chinese
immigration
8. Tenements H. An African American musician from Texas, known as
the King of Ragtime
9. Denis Kearney I. Landscape architect that designed Central Park in New
York City
10. Jane Addams J. Immigrants who came to the United States, mostly
from Southern and Eastern Europe
11. Conspicuous Consumption K. Created the first electric trolley
12. Compulsory Education Laws L. A city planning movement based on Britains Garden
City movement
13. Frederick Law Olmsted M. The act of spending money just to display ones
wealth
14. City Beautiful Movement N. Poorly built apartment building that housed
impoverished city-dwellers
15. Scott Joplin O. Immigrants who came to the US, mostly Protestants
from Northwestern Europe
Multiple Choice: Choose the best answer for the question. (1 point each)
16. What immigration station dealt mainly with immigrants from China?
a. Alcatraz
b. Ellis Island

c. Angel Island
d. Liberty Island
17. What immigration station dealt with the majority of immigrants coming from Europe?
a. Ellis Island
b. Hunting Island
c. Angel Island
d. Liberty Island
18. With cities becoming overcrowded the middle and upper classes moved to
a. Beaches
b. Settlement Houses
c. Ellis Island
d. Suburbs
19. What is the practice of embracing American life and culture called?
a. Americanization
b. Traditionalism
c. Abolitionism
d. Urbanization
20. What system included forms of transportation such as electric commuter trains, subways, and trolley
cars?
a. Public transportation
b. Spragues system
c. Mass transit
d. Horseless carriage system
21. Who developed the mechanized elevator that made city life easier?
a. Denis Kearney
b. John Dewey
c. Janie Porter Barrett
d. Elisha Otis
22. What is the name of the group of wealthy Bostonians that fought against immigration by wanting to
impose literacy tests?
a. Immigration and Customs Enforcement
b. Immigration Restriction League
c. Border Patrol
d. Federation of American Natives
23. What is the practice used by the wealthy that focused on proper behavior and etiquette?
a. Elizabethan culture
b. Debutante culture
c. Victorian culture
d. Fifth Avenue culture
24. What is the tragedy that took place in New York where 146 girls and women were killed?
a. The Boston Massacre
b. Triangle Shirtwaist Fire
c. St. Valentines Day Massacre
d. Centralia Fire
25. What is the name for community service centers that were established in poor, mainly immigrant
neighborhoods?
a. Settlement Houses
b. Suburbs
c. Addams House
d. Locust Street House
26. What is the name of the center established in Chicago by Jane Addams and Ellen Starr?
a. Locust Street Social Settlement
b. Addams Starr House
c. Henry Street Settlement
d. Hull House
27. What is the name of the set of principles used by Protestant ministers in the 1800s?
a. Social Abolitionism
b. Conspicuous Consumption
c. Social Gospel
d. Bartlett movement
28. Who believed that education should include art, history, and science rather than focusing on reading,
writing, and arithmetic?
a. John Dewey
b. Janie Porter Barrett
c. James Naismith
d. Joseph Pulitzer
29. What was the name of the laws passed that required children to go to school?
a. Brown v. Board of Education
b. Compulsory Education Laws
c. Required Education Laws
d. Forced Education for Minorities Laws
30. Who was the owner of the New York Journal?

a. Martha Finley
b. William Randolph Hearst
c. William Dean Howell
d. Joseph Pulitzer
31. What is the name of the practice that newspapers used in order to increase sales?
a. Red journalism
b. Comic exaggeration
c. Sensational publication
d. Yellow journalism
32. Who was the theater phenomenon during the 1860s that was known for portraying Shakespeares tragic
heroes?
a. Edwin Booth
b. Richard Burton
c. James Naismith
d. Danny Glover
33. Who invented basketball in 1891?

a. Walter Camp
b. James Naismith
c. John Dewey
d. Scott Joplin
34. What is the type of theater that featured a variety show?

a. Ziegfelds Folly
b. Ragtime
c. Vaudeville
d. Musical Follies
35. What is the music form that was played in most vaudeville shows?
a. Ragtime
b. Waltzes
c. Marches
d. Jazz
Short Answer: Using paragraph form, answer the questions below using terms outlined in the unit. (5 points
each)
36. In what ways did new technological developments affect daily life?
37. How did education change in the late 1800s?
Analyze: Follow the instructions below. Make sure to include as much information as possible. (10 points)
38. Create a Venn diagram describing the differences and similarities of old and new immigrants.

Immigration Unit Exam Key
Matching 2 points each
1. O
2. C
3. J
4. A
5. D
6. K
7. F
8. N
9. G
10. E
11. M
12. B
13. I
14. L
15. H
Multiple Choice 1 point each
16. C
17. A
18. D
19. A
20. C
21. D
22. B
23. C
24. B
25. A
26. D
27. C
28. A
29. B
30. B
31. D
32. A
33. B
34. C
35. A
Short Answer 5 points each
36. Mass transit made commuting and moving through the city easier. Elevators made living in taller
buildings (skyscrapers) easier. The new automatic washing machine made home life easier for women.
37. New tech advances in printing made books less expensive, which allowed more children to attend
school. Compulsory education laws required that all children of school age were to attend school. Girls
were now allowed to attend in greater numbers.
Analyze 10 points
38. Old immigrants: Protestant, from NW Europe (England, Ireland, France, Scotland, Scandinavia, spoke
English.
New immigrants: Catholic, Jewish, Greek orthodox, from SE Europe (Greece, Italy, Poland, Hungary)
and Asia (China), could not speak English
Similarities: Highly religious, family oriented, escaping religious persecution, looking for a better life

Creative Writing Assignment:
Immigrant Letter Home
Imagine that you are a recent immigrant to American and you are writing a letter back home. Following the
examples analyzed in class the information you must include is:
Your name and the country you are from.
The American city you are currently residing in.
Did you find work? If so, where?
Describe the surrounding area where you live and the conditions.
Describe any leisure activities you participate in.
Talk about things both good and bad that have happened to you.
o Example: racism, job searching, attempting to find a place to live, the voyage over, etc.
The following rubric is how your letter will be graded.
Exceeds Standards Meets Standards Almost Meets Does Not Meet

4 pts. 3 pts. Standards Standards
2 pts. 1 pt.
Creativity Writing is extremely Writing is somewhat Writing contains a few Writing contains many
creative. Ideas and creative. Some new and creative ideas but style clich ideas and an
style is refreshing and imaginative ideas. Good is mostly uninspired. uninspired style.
imaginative. Talented writing.
writing.
Spelling and Proper use of spelling There are a few spelling Poor spelling and There are so many
Grammar and grammar is and grammar errors, grammar muddle the spelling and grammar
employed consistently however it does not overall effectiveness of errors that it is difficult
throughout the writing take away from the this piece. to comprehend the
assignment. overall quality of the meaning.
writing assignment.
Word Choice Strong, vivid words and Strong words and Some strong words and Poor word choice and
descriptions descriptions descriptions. Some descriptions
throughout. Words are throughout. Many above average word throughout. Elementary
above average, and words are above choices however, many word choices and many
used appropriately average and used words are used words misused.
throughout the work. appropriately inappropriately.
throughout the work.
Fluidity There is a strong There is a rhythm and An obvious attempt to No attempt to create a
rhythm and flow of flow of language. create a rhythm and rhythm. Sentence
language. Sentence Sentence structure is flow. Sentence structure not varied.
structure is varied often varied. structure not varied.
throughout the piece.
Organization and Excellent idea Good idea creativity. Some idea creativity. No creativity, poor
Development creativity. Organization Organization and use of Attempted organization organization and no
and use of supporting supporting details and use of some attempt to supply
details evident in the evident in the work. supporting details supporting details.
work. evident in the work.

Assessment Data
Pre-Test Analysis to gauge previous student knowledge of subject matter
Whole Class Percentages on Pre-test
46
Percentage Coorect out of 100
40 40 40
37
34
29 29
23 23
14
9 9
1 2 3 4 5 6 7 8 9 10 11 12 13
Students
Average Percentages of Class vs.

Genders
29.4
29.16666667
29.2
29
28.8 28.69230769
28.6
28.4 28.28571429
28.2
28
27.8
Class Females Males
Average Percentages of Focus Groups

40
35
30
25
20
15
10
5
0
Class Females Males
Group A Group B

Unit Exam Analysis to gauge information retention throughout the unit
Whole Class Percentages on

Final Exam
100 100 100

Percentage Correct
94 97 94
91 91 91
74 71
69 66
1 2 3 4 5 6 7 8 9 10 11 12 13
Students
Average Percentage of Class vs. Genders

100
95
94.5
90
85 87.53846154
80 81.57142857
75
Class Females Males
Average Percentages of Focus Groups

100
95
90
85
80
75
Class Females Males
Group A Group B

PSU Teacher Work Sample Template: Courtney Williams

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Your First and Last Name: Courtney Williams

Date Submitted: November 2017

District where you completed

Name of School Building

Content Area of your TWS: American History

Immigration and Urbanization of America

Grade Level of the Classroom /

Pittsburg State University Teacher Work Sample 1

Table 1.1 Class Contextual Information (limited to 1 page)

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Subgroup Selected (describe the group): Gender, Group A vs. Group B

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Student Characteristics Specific Descriptions

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Standard 1: Choices have Consequences

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Narrative for Instructional Design

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

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

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1. Come prepared to class every day.

My Classroom Management Plan

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In order to maintain instruction:

In order to redirect students throughout class:

When it is necessary to involve others:

1. Free time during class.

1. Entering the classroom

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Narrative: Analysis of Assessment

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H. Visual Representation of Disaggregated Data

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A. Narrative description of Successful Activities and future implications

Based on the analysis of all the assessment

B. Narrative description of Least Successful Activities and future implications

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TABLE 4.1 Communication Log

Parent teacher conference to review student

Pittsburg State University Teacher Work Sample 25

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

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

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Students with Students with

83% Students 89% Students

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Lesson Date and Time: Thursday 10/05/17 No. of Students: 13

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1. Old Immigrants A. Poor accommodations in a ships lower level

2. Benevolent Societies B. Laws requiring parents to send their children to school