Jordan Heisler

Teacher Work Sample

Ryan MacTaggart
04/30/2016
Unit Standards, Goals, and Objectives
Colorado State English Standard II Reading for All Purposes
1. Complex Literary Texts Require Critical Reading Approaches to
Effectively Interpret and Evaluate Meaning.
a. Goal: Students can use key ideas and details to
determine two or more themes or central ideas of a text
and analyze their development over the course of the
text, including how they interact and build on one
another to produce a complex account; provide an
objective summary of the text.
Objectives: Students will give evidence of
understanding of the development central ideas
and story structure as evidenced by class
discussion and submission of Talking Points.
Students will demonstrate understanding of the
constitution of the literary movement
Postmodernism as evidenced by anchor text
related writing assignments.
Students will decipher how the ordering of
events in a text creates parallels that add to
dramatic effect as evidenced by completed and
submitted timelines (Numeracy).
b. Goal: Students can use craft and structure to analyze a
case in which grasping a point of view requires
distinguishing what is directly stated in a text from what
is really meant (e.g., satire, sarcasm, irony, or
understatement).
Objectives: Students will be able to identify and
explain the presence of satire regarding
objective truths within the anchor text as
evidenced by in-class writing/sharing activities.
Students will be able to use a given definition of
satire and apply it to present society as
evidenced by creating satirical websites or
another approved means of application (essay,
presentation, story, etc.).

2. Ideas Synthesized from Informational Texts Serve a Specific

Purpose.
a. Goal: Students can use key ideas and details to cite
strong and thorough textual evidence to support
analysis of what the text says explicitly as well as
inferences drawn from the text, including determining
where the text leaves matters uncertain.
Objectives: Using informational texts regarding
the Dresden bombings of WWII, students will be
able to analyze how an actual historical event
affected/justified the anti-war sentiment within
our anchor text.
Using informational texts regarding Kurt
Vonneguts life, students will be able to analyze
how personal history affects writing style and
content within texts.
3. Knowledge of Language, Including Syntax and Grammar,
Influence the Understanding of Literary Texts.
a. Goal: Students can Determine or clarify the meaning of
unknown and multiple-meaning words and phrases
based on grades 1112 reading and content, choosing
flexibly from a range of strategies.
Objective: Students will gain familiarity with the
definitions of words vital to the understanding of
anchor texts as evidenced by use of said words
within writing and through identification on the
unit exam.
Colorado State English Standard III Writing and Composition
1. Elements of informational and persuasive texts can be refined
to inform or influence an audience.
a. Goal: Students can write arguments to support claims in
an analysis of substantive topics or texts, using valid
reasoning and relevant and sufficient evidence.
i. Objective: Students will show that they can write
an argument by making a satirical claim about an
element of society and backing said claim with
evidence and logic to form a cohesive argument.
The above stated objective will be assessed using
students satirical website or other approved
project.
2. Writing demands ongoing revisions and refinements for
grammar, usage, mechanics and clarity.

a. Goal: Students can produce clear and coherent writing

in which the development, organization, and style are
appropriate to task, purpose, and audience.
i. Objective: Students will create a satirical project
as their assessed writing project for the unit. In
doing so, they must follow a task and purpose
stated within a given assignment
description/rationale.
ii. Students will propose an audience for their project
and will rationalize why that is the appropriate
audience for their project. They will then be
assessed based on their ability to address this
audience within said project.
Means for Diverse Learners to Demonstrate Mastery:
There are many means for diverse students to demonstrate mastery.
For instance, all assessments will have varying options for students at
different levels of competency. For students who are nearing mastery,
there are plentiful options to take their knowledge and apply it to
different content areas, specifically history. Additionally, students who
are further from mastery, there are different options for all major
assessments that allow them to grow in their basic skills so that,
moving forward, they can close the educational gap that they are
experiencing.