Unit Plan 1

EDUC 450: FIELD EXPERIENCE – LEVEL III

SCHOOL OF EDUCATION – CLAFLIN UNIVERSITY

Student: Marquetta Strait Mentor Teacher: Mrs. Jackson Academic Year: 2013-2014

District: Orangeburg Consolidated School District 5 School: Bethune-Bowman Elementary School

Grade Level: 4th Subject: ELA (Reading and Writing) Dates of unit: February 24-March 17, 2014

Section I: Unit Title and/or Description: Figurative Language| The Articles of Confederation

Section II: Description of Students: Describe (1) the number of students, (2) demographics of the students, and (3) any other special features or important information that you included in your Long Range Plan as you described your students.0

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

I am currently student teaching in Mrs. Dyrease Jackson’s two fourth grade ELA and social studies classes. She team teaches with Mrs. Jeffords, the students’ awesome math and science teacher. In Mrs. Jackson’s first class, she has a total of twenty students. The class is composed of 13 boys and 8 girls. There is 1 Caucasian student and 19 African American students in this class. There is one 5 th grade student that sits in the class until about 10:35 a.m. The students are very well behaved and are calmer than Mrs. Jackson’s second class. There are two students on IEPs and one student must receive special accommodations during assessments. There is also one student with a hearing/speech difficulty.

In the second class, Mrs. Jeffords’ homeroom, there are twenty students. The class is composed of 10 boys and 10 girls. The students’ demographics are 4 Caucasian students, 1 Hispanic student, and 15 African American students in this class. This class seems more active than the first class.

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

The students’ reading levels range from 0.8-5.9. This information was obtained from the school’s librarian. To get students to read more, I have students take turns reading the passages that are being discussed in the lessons. I also encourage the students to read if they are an early finisher. I provide a variety of literature on the board for students to select. On Fridays, we sometimes have Author’s Chair Day to get students to read, summarize what they have read, and explain to the class why they should read this selection. The students enjoy this activity because I will usually have a backdrop of Author’s Chair Day and a chair in the front of the classroom. This makes them feel special in front of their classmates.

The students with IEPs attend a one hour session with their resource teacher, Mrs. Camp. I converse with the IEP teacher and speech teacher, Mrs. Darby, to stay updated on the students’ progression. In addition

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to this, I have students to read for at least 20 minutes at home with their parents. This allows parents to observe their children’s strengths and weaknesses in reading. To make accommodations for IEP students, I read the assessment to the students in the rear of the classroom. The students are interested in dance, singing, sports, Beyblades (a spinning top that is used to battle other tops), video games, and music.

One of my students undergoes emotional problems and can sometimes interrupt the classroom atmosphere. To circumvent these issues, I keep him motivated throughout my lesson and focused. Because of this, he usually stays on task, and we rarely have issues during instruction. One way that I keep him motivated is by incorporating his favorite hobby, playing with Beyblades, into the lesson. His ears perk up and he remains attentive.

In addition to keeping myself abreast of students’ progression with resource teachers, I also converse with the students’ parents and send home progress reports. Through the parents and students, I am informed about other surrounding factors that may affect the students’ performance, such as death of a family member or illness.

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

Unit Objectives – Key Element 2.A

Correlated Standards/Expectations

English Language Arts1. 95 % of students will be able

to distinguish the devices of figurative language and the meaning of the figures of speech used.

Standard 4-1 The student will read and comprehend a variety of literary texts in print and non-print formats.

The learner will be able to distinguish the devices of figurative language.

4-1.4 Distinguish among devices of figurative language (including simile, metaphor, personification, and hyperbole) and sound devices (including onomatopoeia and alliteration).

2. 95% of students will be able to identify the poet’s craft in poetry given.

4-1.9 Recognize the characteristics of poetry (including stanza, rhyme scheme, and repetition).

3. 95% of the students will be able to write a variety of audiences and purposes. The student will exhibit higher level thinking and originality.

Standard 4-5 The student will write for a variety of purposes and audiences.

The learner will create an advertisement and flyer using examples of figurative language.

4-5.1 Create informational pieces (for example, postcards, flyers,

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letters, and e-mails) that use language appropriate for the specific audience.

4. 95% of the students will be able to create written work that has a clear focus, sufficient details, concise, organized, incorporates voice, has the correct use of subject-verb agreement, and other conventions of Standard American English.

The student will incorporate poetic devices and figurative language to add complexity and connotative meaning to their poem.

Writing:

4-4.4 Use grammatical conventions of written Standard American English, including subject-verb agreement; past, present, and future verb tenses; conjunctions. (Grade level conventions).

Social Studies5. 95 % of the students will

demonstrate an understanding of the beginnings of America as a nation and the establishment of the new government.

4-4.1: Compare the ideas in the Articles of Confederation with those in the United States Constitution, including how powers are shared between states and national government and how individuals and states are represented in Congress.

Section IV B: Unit Plan (Key Element 2.B)

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

Instructional Plan for the Unit – Key Element 2.B Unit Objective Number (s)

Activities/Strategies/Materials/Resources (Key Element 2.B)I will target my anticipatory set by showing videos, incorporating students’ interests, posing questions before and throughout my lesson to check my students’ understanding, and incorporating related arts to keep students motivated in the lesson.

Unit Objects 1, 2, 3, 4, and 5

I will target or complete instruction using a PowerPoint presentation, the Pacing Guide, and Ipads.


I will target or complete the guided practice by using informal assessments, providing examples, asking for examples of the content, and providing demonstrations.


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Resources, such as Study Island or other educational games will be used to check students’ comprehension. The students will also get an opportunity to use their I-pads for educational purposes.

I will distribute valid and reliable worksheets, assessments, group activities, and projects for independent and group practice.


The closure of lessons will be conducted using grand conversation, reviewing independent work, and ticket out the door activities.


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

This instructional plan will allow me to establish a balance between grade-level academic standards and expectations and the needs, abilities and developmental levels of individual students by allowing me to plan effective lessons, targeting my students’ strengths and weaknesses, and motivating my students with innovative ideas and their interests .I intend to have students engage in discourse to share their opinions, listen to other students’ opinions, and clear misconceptions. By having students work in groups, the students will be able to collaborate on a given activity to demonstrate their comprehension of the content.

Section V A: Unit Assessments Key Element (3.A) List the key unit assessments.

Key Unit Assessments(Key Element 3.A)

Type of Assessment(Attach Copies)

Teacher-Made Commercially Available

Weekly Assessments on Figurative Language X X

Figurative Language Worksheets X

AdvertisementAuthentic. The students will create their advertisement with at least 3 examples of figurative language.

The students will need a picture of an object. This object can be off the Internet, from a magazine, or hand drawn.

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PoetryAuthentic. The students will create a poem about their family using at least 4 examples of figurative language.

Campaign Essay X X

Political Cartoon Authentic. The students will create a political cartoon to represent either the Articles of Confederation and the U.S. Constitution

Weekly Assessments on the Articles of Confederation and the U.S. Constitution

X

Social Studies PASS Coach Workbook Activities X

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

To determine if my assessments were valid and reliable for all of my students, I ensured that my assessments were aligned to my instruction. I compared and contrasted the students’ pre and post assessments. In addition to this, I compared and contrasted the students’ grades to other students. To plan instruction, I focused on students’ prior knowledge of the content to clear misconceptions that the students may have had. I knew that the students had a variety of reading levels, so I included a variety of texts to keep students challenged.

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

Assessments Accommodations Evaluation Criteria

Unit Objective 1: Pre-Assessment(s)Time frame adjusted. A = 93 –100

B = 92 –85C= 84 –77D= 76 –70F= 69 - 60

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: Post-Assessment(s)

: Other Assessment(s)

The students may be given a second attempt.

A = 93 –100B = 92 –85C= 84 –77D= 76 –70F= 69 - 60

Unit Objective 2: Pre-Assessment(s)



Time frame adjusted. A = 93 –100B = 92 –85C= 84 –77D= 76 –70F= 69 - 60


A = 93 –100B = 92 –85C= 84 –77D= 76 –70F= 69 - 60






A = 93 –100B = 92 –85C= 84 –77D= 76 –70F= 69 - 60

The project’s rubric is attached.

Unit Objective 4: Pre-Assessment(s)Time frame adjusted. A = 93 –100

B = 92 –85C= 84 –77D= 76 –70F= 69 - 60


A = 93 –100B = 92 –85

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C= 84 –77D= 76 –70F= 69 - 60

Campaign Essay The writing rubric is attached.






A = 93 –100B = 92 –85C= 84 –77D= 76 –70F= 69 - 60

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Articles of Confederation Test

Name:_______________________________ Date:________________

1. _________________ headed the committee that wrote the Articles of Confederation.

A. James MadisonB. John DickinsonC. George WashingtonD. Daniel Shays

2. The Articles of Confederation empowered Congress to do all these things except _________________

A. hold sessions once a year.B. levy war and conclude peace.C. tax the states and the people.D. admit new states to the United States by a vote of nine states.

3. Under the Articles of Confederation, ______________________ had the most power.

A. the executiveB. the legislatureC. the courtsD. the states

4. What argument did James Madison make about taxes in his criticism of the Articles of Confederation?

A. The national government should have the right to tax the states.B. The states could not be taxed without their own consent.C. Congress had the right to seize land for nonpayment of taxes.D. The amount of tax should be determined by the states, not the Congress.

5. Congress established that a new territory would become a state when ________________A. its population reached 5,000.B. its population reached 60,000.C. its constitution received at least nine votes in Congress.D. it sent a nonvoting delegate to Congress.

4-4.1

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6. Which best describes the governments of the individual states?

A. a strong central executive and a weak legislatureB. a weak central executive and a strong legislatureC. an even balance of powers between the executive and the legislatureD. a strong legislature with no executive

7. All of these are considered major weaknesses of the Articles of Confederation, except ___________________.

A. No executive or judicial branchB. each state got one vote, regardless of sizeC. Congress could not declare warD. Congress could not tax or regulate trade.

8. Which best describes the purpose of the Articles of Confederation?

A. to apportion representation in the legislature according to each state’s populationB. to fix the amount of the debt from the Revolutionary WarC. to provide a strong central government for the United StatesD. to create a loose association of the individual states

9. Which best describes a constitution?

A. Conflict between statesB. A set of principles or rulesC. A list of ideasD. Conflict between a country

10. In which year were the Articles of Confederation written?

A. 1749B. 1760C. 1862D. 1777

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Answers

1. B2. C3. D4. A5. A6. C7. C8. D9. B10. D

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1.

5. 2.

4. 3.

Weaknesses of the Articles

of Confederatio

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Political Cartoon Rubric

6 5-4 3-2 1-0

Meets Basic Requirements

Student’s project follows all five instruction points.

Student’s project is missing a minor point from instructions (for example: date or title)

Student’s project is missing a major point (for example: paper is not 8.5X11) but is still completed

Student’s project does not conform to more than one major point.

Organization & Preparation

The political cartoon is of excellent quality and it is apparent that the student spent time in preparing it.

The political cartoon is of good quality and it is apparent that the student spent some time.

The political cartoon is of fair quality and seems rushed.

The political cartoon appears to have been hastily created and appears messy or disorganized.

Knowledge & Concept of the

Topic

The political cartoon demonstrates higher level understanding of an issue.

The political cartoon demonstrates an understanding of an issue.

The political cartoon demonstrates recognition of an issue but not a clear understanding.

The political cartoon demonstrates that the student is still struggling to understand the issue.

Creativity of the Product

The political cartoon’s style, color, and impact align perfectly with the students ideas.

The political cartoon’s style, color, and impact align well with the students ideas.

The political cartoon’s style, color, and impact do not align well with the students ideas.

The political cartoon’s style, color, and impact seem disjointed and rushed.

Visual Expression of Ideas

The political cartoon is rich with symbolism. The message goes beyond a statement and reflects an in-depth opinion

The political cartoon is rich with symbolism. The message goes beyond a statement and reflects an in-depth opinion

The political cartoon demonstrates little symbolism. The message does not really go beyond a statement (for example “people

The political cartoon demonstrates little to no symbolism. The message does not really go beyond a statement (for

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answering more than one of the “questions to answer.”

answering one of the “questions to answer.”

in Africa are starving”) and does not reflect an in-depth opinion answering more than one of the “questions to answer.”

example “people in Africa are starving”) and does not reflect an in-depth opinion.

Extended Response Scoring Rubric Grades 3 – 8 Updated 10/23/2008

SCORE 4 3 2 1

CONTENT / DEVELOPMENT

Presents a clear central idea about the topic

Fully develops the central idea with specific, relevant details

Sustains focus on central idea throughout the writing

Presents a central idea about the topic

Develops the central idea but details are general, or the elaboration may be uneven

Focus may shift slightly, but is generally sustained

Central idea may be unclear Details need elaboration to

clarify the central idea Focus may shift or be lost

causing confusion for the reader

There is no clear central idea Details are sparse and/ or

confusing There is no sense of focus

ORGANIZATION

Has an effective introduction, body, and conclusion.

Provides a smooth progression of ideas by using transitional devices throughout the writing.

Has an introduction, body, and conclusion.

Provides a logical progression of ideas throughout the writing.

Attempts an introduction, body, and conclusion; however, one or more of these components could be weak or ineffective.

Provides a simplistic, repetitious, or somewhat random progression of ideas throughout the writing.

Attempts an introduction, body, and conclusion; however, one or more of these components could be absent or confusing.

Presents information in a random or illogical order throughout the writing.

VOICE

Uses precise and/or vivid vocabulary appropriate for the topic

Phrasing is effective, not predictable or obvious

Varies sentence structure to promote rhythmic reading

Shows strong awareness of audience and task; tone is consistent and appropriate

Uses both general and precise vocabulary

Phrasing may not be effective, and may be predictable or obvious

Some sentence variety results in reading that is somewhat rhythmic; may be mechanical

Shows awareness of audience and task; tone is appropriate

Uses simple vocabulary Phrasing is repetitive or

confusing Shows little or no sentence

variety; reading is monotonous Shows little or no awareness of

audience and task; tone may be inappropriate

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CONVENTIONS

Provides evidence of a consistent and strong command of grade-level conventions (grammar, capitalization, punctuation, and spelling).

Provides evidence of an adequate command of grade-level conventions (grammar, capitalization, punctuation, and spelling).

Provides evidence of a limited command of grade-level conventions (grammar, capitalization, punctuation, and spelling).

Provides little or no evidence of having a command of grade-level conventions (grammar, capitalization, punctuation, and spelling).

NOTE: This rubric MUST be used in conjunction with specific grade-level skills as outlined in the Composite Matrix for the Conventions of Grammar, Mechanics of Editing, Revision and Organizational Strategies, and Writing Products (Appendix B of ELA Standards, 2008).

Blank B

Off Topic OT

Insufficient IS

Unreadable UR

Not Original NO

Poetic Elements Test

Name:_______________________________ Date:________________

Directions: Mark S for Similes and M for Metaphors.

_____ She was slow like a turtle.

_____ The mountain was a fortress.

_____ Love is a flower that gently blooms.

_____ The road wound like a snake.

_____ Hate is water on a stove.

_____ She danced like a leaf in a stream.

_____ Red as a tomato.

_____ Raining like a waterfall.

_____ Life is a box of chocolates.

_____ Her hair was a sea of mahogany.

Write your own sentence for each of the following elements: simile and metaphor.

11.Simile:______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

12.Metaphor:___________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

13. I was so hungry that I even ate the plate. What type of figurative language is used in this sentence?

A) simileB) hyperboleC) metaphorD) personification

14. My father was the sun and the moon to me. What type of figurative language is used in this sentence?

A) simileB) hyperbole

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C) metaphorD) personification

15. The rain seemed like an old friend who had finally found us. What type of figurative language is used in this sentence?

A) personificationB) onomatopoeiaC) simileD) metaphor

16. "Smash", when the cup fell off the table. What type of figurative language is used in this sentence?

A) metaphorB) onomatopoeiaC) personificationD) hyperbole

17. He was a library of information about baseball. What type of figurative language is used in this sentence?

A) simileB) metaphorC) hyperboleD) personification

18. The curtain was waving to everyone every time the wind blew through the open window. What type of figurative language is used in this sentence?

A) onomatopoeiaB) personificationC) metaphorD) hyperbole

19. The tree shook its branches angrily. What type of figurative language is being used in this sentence?

A) personificationB) onomatopoeiaC) hyperboleD) metaphor

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Read the following poem and answer the questions below.

My Family

My brother is a dragon

My mom’s like a teddy bear.

I am a shaggy sheepdog

With a ton of tangled hair

My father is silly as a monkey

He likes to make us laugh

Especially my sister

Who is a tall giraffe

We are a busy family

With many things to do

Our home is always happy

But sometimes it’s a zoo.

20. Write one of the similes that is used in the above poem.

__________________________________________________________________________________________________________________________________________________________________________

21. Write one of the metaphors that is used in the above poem.

__________________________________________________________________________________________________________________________________________________________________________

22. Which sentence is a hyperbole?

__________________________________________________________________________________________________________________________________________________________________________

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Poetry Rubric Characteristi

cs4 3 2 1

Content andIdeas

Content of poem is clearly related to the topic.

Engages reader immediately and continuously.

Ideas are very well focused and detail is powerful.

Content of poem relates to the topic.

Engages reader.

Ideas are focused and clear to the reader with sufficient detail.

Content of poem relates to the topic only minimally.

Partially engages reader.

Focus is not clear and ideas are not well developed.

Content of this poem does not relate to the topic.

Reader is not engaged.

No clear focus or development.

Organization and Transitions

Flows exceptionally well and has smooth transitions from beginning to end.

Poem clearly follows appropriate format.

Flows and has a transition from beginning to end.

Poem follows appropriate format with minimal errors.

Flows poorly and attempts to transition from beginning to end.

Poem follows appropriate format with multiple errors.

Lacks flow and transition.

Poem does not follow appropriate format.

Voice and Style Vivid and expressive

Exceptional emotion and style

Some vivid language and expression.

Evidence of emotion and style.

Attempts vivid language and expression.

Lack of emotion and style.

No vivid language and expression.

No emotion or style.

Conventions Conventions contribute to the effectiveness of the writing.

Only a few lapses of conventions.

Lack of conventions are distracting.

Lack of conventions make writing unable to read.

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

After administering the pre-assessment on the Articles of Confederation, I realized that my students did not comprehend much about the Articles. As far as the figurative language, many did well on the figurative language pre-assessment, but had challenges creating their own similes and metaphors. I do believe that the students’ performance increased after their readings in their PASS Coach Workbooks, homework, and class discussions. As a result, the students increased their scores on their post-assessments.

*I have attached the charts for both English Language Arts and Social Studies.*

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Section VI: Analysis of Student Learning (Key Elements 3.B and 3.C)

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

The analysis of student learning did increase my understanding of students’ performance. Analyzing the pre-assessments allowed for me to see how many of the students comprehended the lesson that we were entering. In this particular unit, I assigned grades by using an E-Z Grader. After distributing the pre-assessment, I decided to modify the assessment’s wording. I believe that the wording of the questions and answer choices was another reason why students did not do well on their assessment. For example, in my lesson I taught the five weaknesses of the Articles of Confederation. We discussed these points in detail, but many of the students still missed the question because it asked them to select the choice that was not one of the weaknesses. Based on the overall assessments, the students gained some of what I expected. I still hold my students at a high expectation, and I intend to spiral this information into our next lesson on the U.S. Constitution. I do believe that the students did really well in figurative language. What helped, I believe, is our discussions on the characteristics of similes, metaphors, hyperboles, and personification. I do feel that my students need to improve on writing their sentences using similes and metaphors. To receive more practice, I intend to have students incorporate more figurative language in our upcoming lesson on poetry. These grades will be reported to the teacher, Power Teacher, the students, and the students’ parent. Students that have received an 80 or higher on their assessments will have their work displayed.

*I have attached the charts for both English Language Arts and Social Studies.*

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1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 210

10

20

30

40

50

60

70

80

90

100

Pre-TestPost-Test

1st Class’ Figurative Language Pre and Post Assessments

The above graph shows the pre-assessments of the first class. Due to the Benchmark and other events, this class was unable to take their post-test at this time. Using the data from the pre-test, I was able to see that many of the students had a decent understanding of figurative language. I decided to continue working on comparisons in figurative language.

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1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 210

20

40

60

80

100

120

Pre-TestPost-Test

2nd Class’ Figurative Language Pre and Post Assessments

The above graph shows the pre-assessments of the second class. Using the data from the pre-test, I was able to see that many of the students had a decent understanding of figurative language. I did note, however, that the students had some difficulty writing their own examples of similes and metaphors.

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1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 210

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30

40

50

60

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100

Pre-TestPost-Test

1st Class’ Articles of Confederation Pre and Post Assessments

The above graph shows the pre-assessments of the first class. Using the data from the pre-test, I was able to see that many of the students had some understanding of the Articles of Confederation. While evaluating my assessments, I noted some questions that may need modifications, as far as wording. While evaluating my students’ assessments, I intend to continue to spiral this information into future lessons. I do plan to review the main points of the Articles of Confederation and provide a second attempt for this test. I do want my students to have a thorough understanding of these concepts, in an order to introduce and compare the Articles of Confederation to the U.S. Constitution.

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1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 210

10

20

30

40

50

60

70

80

90

Pre-TestPost-Test

2nd Class’ Articles of Confederation Pre and Post Assessments

The above graph shows the pre-assessments of the second class. Using the data from the pre-test, I was able to see that many of the students had some understanding of the Articles of Confederation. While evaluating my assessments, I noted some questions that may need modifications, as far as wording. While evaluating my students’ assessments, I intend to continue to spiral this information into future lessons. I do plan to review the main points of the Articles of Confederation and provide a second attempt for this test. I do want my students to have a thorough understanding of these concepts, in an order to introduce and compare the Articles of Confederation to the U.S. Constitution.

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Section VII: Reflection and Self-Assessment (Key Elements 3.B and 2.C)

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

I do believe that my students’ progress is related to my teaching performance. My students are doing exceptionally well in English Language Arts, but I want them to increase their performance in Social Studies. In order for this to happen, I need to increase my effectiveness in Social Studies. One of the reasons why the students do not do so well in this subject is because of the time allotted to Social Studies in comparison to English Language Arts. (1) In this regard, I plan to take more advantage of every learning opportunity to increase my students’ performance in Social Studies. I can do this by incorporating Social Studies into English Language Arts. (2) Since the students have I-pads, I do plan to provide more information to the students, such as uploading notes online. This way, students will have the capability of studying continuously. I do believe that when Social Studies was taught, it became overwhelming to the students. (3) I would definitely use less content to increase comprehension. As far as modifications, I would modify the wording on assessments, the amount of content given in daily instruction, and the incorporation of more related arts.

Unit Plan 1

Documents