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Successful teacher candidates support learning by designing a Teacher Work Sample that employs a range of strategies and builds on each students strengths, needs and prior experiences. Through this performance assessment, candidates provide credible evidence of their ability to facilitate learning by meeting the following standards: The candidate uses multiple assessment strategies and approaches aligned with learning goals to assess student learning before, during and after instruction. The candidate designs instruction for specific learning goals, student characteristics and needs, and learning contexts. The candidate uses regular and systematic evaluations of student learning to make instructional decisions. The candidate uses assessment data to profile student learning and communicate information about student progress and achievement. The candidate reflects on his or her instruction and student learning in order to improve teaching practice.

The candidate will create a Unit Teacher Work Sample to demonstrate its impact on student learning. The attached template which consists of several components, should be used to fulfill this requirement. Attach samples of student work as an appendix.

EDUC 323: PROFESSIONAL CLINICAL PRACTICE SCHOOL OF EDUCATION CLAFLIN UNIVERSITY UNIT WORK SAMPLE TEMPLATE

Describe the number of students, demographics of the students, and any other special features or important information.

The Orangeburg Consolidated School District Five, Robert E. Howard Middle School, approximately houses four hundred students, grades sixth through eighth. The current principal is Rena Bowman, the superintendent Cynthia Wilson, and Board Chair Mary Ulmer. Within the four-hundred students who attend the middle school, there is ninety-eight percent African American, two percent Caucasian, one percent Hispanic and Other, and zero percent American Indian. The female to male ratio is 45.4% to 54.6%. Within the last three years, the school has an absolute rating of below average and a growth rating of average in 2010 and 2012, and below average in 2011.

Section I: Major Unit Objectives (Key Element 2.A) Describe the major objectives of the unit

and indicate the corresponding state standards.

8-3.6 identify the coordinate of the x- and y intercept of a linear equation from a graph, equation, and/or table 8-3.7 Identify the slope of a linear equation from a graph, equation, and/or table. 8-4.2 Use ordered pairs, equations, intercepts, and intersections to locate points and lines in a coordinate plane.

Reflect on the unit objectives (Key Element 2.A) How did you craft these objectives so that the students understand both the objectives and their relevance?

Using the Orangeburg Consolidated School District 5 eighth grade math pacing guide, I choose the objective I was most familiar with and would make my lesson easier to teach. When teaching, it is imperative to have a strong knowledge in your respective area of teaching, so there will be more than one way to teach the subject for the different types of learners. Because students will not only see these topics in this course, I will advocate on my behalf to stress the importance of grasping the concepts of graphing. Being that the level of difficulty will only increase as students progress through school, it is evident that they know and understand the importance of the selected standards .

Describe your instructional plan that is, the sequence of steps that you need to follow if your students are to achieve the unit objectives including the key activities or strategies and resources (e.g., materials, technology).

Instructional Plan for the Unit Key Element 2.B A new standard will be introduced before the beginning of the lesson giving the students an idea of what is to be taught. Following the introduction of the new standard, a direct instruction will be given using the power point. Immediately after the direct instruction, there will be time for brief questions with the addition of a guided practice activity; some may be individual will others may be completed in groups. Independent practice will be given daily to give the students a chance to complete their work on their own to identify their weakness and where they may need help. At the end of each class period, students will be assigned homework that is to be completed and due the next visiting class period. 8-3.6 Identify the coordinates of the x- and y- intercepts of a linear equation from a graph, equation, and/or table. 1. Review ordered pairs (x, y), reading graphs, and solving equations. Quadrant A 2. Use pre-made graphs to illustrate and identify the intercepts. Examine the point as an ordered pair. Allow students to graph an equation to find intercepts. Quadrant A 3. Using several tables, allow students to investigate the relationship between x and y for intercepts. (x is zero for y intercept and y is zero for x intercept) Quadrant A 4. After #3, find the intercepts from an equation by making y or x zero. Write the coordinates as ordered pairs. Quadrant A 8-3.7 Identify the slope of a linear equation from a graph, equation, and/or table.

1. Introduce the concept of slope by using a ski slope. Quadrant A

rise . run

Quadrant A

rise run

or slope =

y y x x

2 2

1.

Quadrant A

4. Use Algebrascool DVD Unit C, Module 8 and notes to introduce. 5. Discuss y = mx + b in relation to slope. m = slope. Quadrant A 6. From a table, demonstrate finding the change in the dependent (y) and independent (x).

Quadrant A

Write change in y

x 2

y 3

change in x

_____________________________________________________________________________________

8-4.2 Use ordered pairs, equations, intercepts, and intersections to locate points and lines in a coordinate plane.

1. Review coordinate plane, x-axis, and y-axis. Quadrant A 2. Review an ordered pair (x, y). Explain how to plot (for example, you walk [x coordinate] before you climb [y coordinate]). Quadrant A 3. As each example is introduced, model how to graph using the format. For example: slope intercept form by plugging in positives, negatives and 0 to complete table. Quadrant A 4. Locate a final vertex of a two dimensional shape by using given ordered pair or intercepts. Quadrant C 5. Use graphing calculator to model linear equations. Quadrant D 6. Model locating x and y intercepts by picking out points on a graph and locating points in a table. Emphasize the xintercept has a y of 0 and the y- intercept has an x of 0. Quadrant B 7. Use Maths cool Lesson 10.1 Points in a Coordinate Plane. 8. Use Maths cool Lesson 10.3 Coordinate Geometry.r Break

Final project Your task for this project is to compare and contrast the slope-intercept formula with another method for graphing linear equations. You will present your project to the class and teach them what you have learned. Your final product will be in the form of one of the following: Brochure/Pamphlet - At least 8.5" X 11" - Must be in three-fold format; front fold has the title and picture - Must have both pictures and written text - Information should be in a paragraph from with at least five facts included Flipbook - At least 8.5" X 11" folded in half - All information or opinions are supported by facts - Created with the correct number of flaps cut into the top - Color is optional - Name must be written on the back Game - At least four thematic game pieces - At least 25 colored/thematic squares - At least 20 question/activity cards - Include a thematic title on the board - Include a complete set of rules for playing the game - At least the size of an open file folder (11"X17") Poster - Should be the size of a standard poster board - Includes at least five pieces of important information - Must have a title - Must contain both words and pictures - Name must be written on the back PowerPoint - Should have at least 10 informational slides and one title slide with students' name - About 10 - 15 words per slide - Half of the slides contain graphics - Slides must have color - Animation is optional, and should not distract from information being presented

Reflect on the instructional plan for the unit (Key Element 2.B): How does this instructional plan establish a balance between grade level academic standards and expectations and the needs, abilities and developmental levels of individual students? Each student has individual expectations, needs, abilities and developmental levels that must be met in the classroom. I wish to meet those needs by applying direct instruction and incorporating conceptual learning in all lessons. It is important that teachers provide students with the appropriate instructional and corrective feedback that will enhance their learning. Using the students guided and independent practice, I will determine who needs additional attention using the standards to maintain that students understand the concepts taught.

List the key unit assessments.

Type of Assessment (Attach Copies) Key Unit Assessments (Key Element 3.A)

Teacher-Made

Commercially Available

Weekly Assessments Each assessment will focus on one standard; however there are two lessons that cover the same standard.

Unit Assessment The unit assessment will cover all three standards.

Final Project Students along with the teacher will grade each presentation; the teacher will use both scores for a cumulative grade on their final project. Scoring rubric attached.

Reflect on the unit assessments (Key Element 3.A): How did you determine that your unit assessments were valid and reliable for all students?

Each assessment that I have chosen reflects each standard where it covers adequate information that should indicate that the students understand the standards covered in class. The assessments that I choose will be multiple choice and open ended. The open ended will be used for students to make sense of problems and empower students to develop their own strategies for solving them; the multiple choice will be used to justify the students are selecting the most suitable answers. Doing so, the assessment will be valid and reliable for all students.

Describe the way(s) in which you plan to analyze student performance.

The weekly assessment will include 10 questions. Students will receive a grade based on the number of questions answered correctly and work shown, all worth 10 points each

The unit assessment will consist of 35 questions The unit assessment will consist of 25 multiple choice questions worth 2 points each and 10 open ended questions worth 5 points each.

Based on the ways you plan to assess your students, how do you feel that this information will (a) increase your understanding of individual students strengths and weaknesses and (b) determine specific aspects of you instruction that need to be modified? Grading is based on the attainment of the standards; classroom grading practices clearly show how students are progressing towards the essential learning and standards. Students understanding are assessed through multiple types of formative and summative assessments. The students assessment results will be used to make instructional decisions about what directions to take. The assessments will be multiple choice and open ended. Students will be able to determine the correct answer in the multiple choice portion and also show their knowledge in the open ended selection of the unit assessment.

V. TIMELINE

Provide a timeline for the completion of all of the activities in your unit plan.

Unit Title: 8-3.6 Identify the coordinates of the x- and yintercepts of a linear equation from a graph, equation, and/or table. 8-3.7 Identify the slope of a linear equation from a graph, equation, and/or table. 8-4.2 Use ordered pairs, equations, intercepts, and intersections to locate points and lines in a coordinate plane.

Duration:

2 weeks

2 weeks

2 weeks

Fair 2 pts

Good 3 pts

Excellent 4 pts

Poor

Less than 3 positive slopes are present with the ordered pairs listed and the correct slope shown.

Fair

At least 3 positive slopes are present with the ordered pairs listed and the correct slope shown.

Good

At least 4 or 5 positive slopes are present with the ordered pairs listed and the correct slope shown.

Excellent

At least 6 positive slopes are present with the ordered pairs listed and the correct slope shown.

Negative Slopes

Poor

Less than 3 negative slopes are present with the ordered pairs listed and the correct slope shown.

Fair

At least 3 negative slopes are present with the ordered pairs listed and the correct slope shown.

Good

At least 4 or 5 positive slopes are present with the ordered pairs listed and the correct slope shown.

Excellent

At least 6 negative slopes are present with the ordered pairs listed and the correct slope shown.

Zero Slopes

Poor

1 zero slope present with the ordered pairs listed and the correct slope shown.

Fair

At least 2 zero slopes present with the ordered pairs listed and the correct slope shown.

Good

At least 3 zero slopes present with the ordered pairs listed and the correct slope shown.

Excellent

At least 4 zero slopes present with the ordered pairs listed and the correct slope shown.

Undefined Slopes

Poor

1 undefined slope present with the ordered pairs listed and the correct slope shown.

Fair

At least 2 undefined slopes present with the ordered pairs listed and the correct slope shown.

Good

At least 3 undefined slopes present with the ordered pairs listed and the correct slope shown.

Excellent

At least 4 undefined slopes present with the ordered pairs listed and the correct slope shown.

Shapes Included

Poor

Used less than 3 different geometric shapes in the design.

Fair

Used at least 3 different geometric shapes in the design.

Good

Used at least 4 different geometric shapes in the design.

Excellent

Used at least 5 different geometric shapes in the design.

Neatness

Poor

Picture is sloppy and not well organized with a poor use of color.

Fair

Picture is not well organized with a basic use of color.

Good

Picture is somewhat neat and well organized with a good use of color

Excellent

Picture is neat and well organized with an excellent use of color.

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