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Running Head: TEACHER WORK SAMPLE

Teacher Work Sample: Early Mesopotamian Civilizations

Chad Fetyko

SEC/598 Secondary Student Teaching, Part A

11 November 2014

Teacher Work Sample: Early Mesopotamian Civilizations 2

A Unit on Early Mesopotamian Civilizations for 7th Grade Eastern Hemisphere History Class

Standard One: Contextual Factors

This unit is for a seventh grade Eastern Hemisphere History class which includes civics,

geography, and economics. The school schedule is broken into two blocks or “A” and “B” days.

The students are in the class for 85 minutes every other day. The classroom I am student

teaching in also includes a first period homeroom class, who returns for the sixth period for their

STEAM (science, technology, engineering, art, mathematics) class. This class is 55 minutes

long and consists of advanced students. The history class is a core class without any special

criteria for students to attend. The unit I designed encompasses the development of the first

civilizations in the Mesopotamian region. Students have instruction in the content vocabulary,

geography of the region, the history, and a small economic related lesson. There is also an

emphasis on getting students to use various historian terminology and sources.

The school serves about 500 students from a diverse semi-urban area. 55% of the

students at the school identify themselves as Hispanic, 22% as White, Non-Hispanic, 13% as

Black, Non-Hispanic, 2% as Asian or Pacific Islander, 1% as Native American, and 5% as

multiracial. The surrounding neighborhood is predominately apartments and town houses. At

this school, 85% of the students qualify as low income and for free or reduced price lunch. The

diverse culture can sometimes have an effect of student behavior as it can create a cultural

barrier; however, I have observed very little instances of this among students. The majority of

the teachers are white and female. This same demographic is true with the administrative and

support staff as well. There is a community liaison that is at the school most of the day to help

parents keep abreast of school events.


The students’ academic ability is a wide range from very low to advance as shown on the

school’s scores on the Transitional Colorado Assessment Program (TCAP) standardized test.

This school is a low performing school according to those scores, each of the past three years

scores have been on the rise. It received a “D” grade in academic proficiency in 2013 as well as

in growth, but there has been data to show improvement (Jack Swigert Aerospace Academy,

2013). Many of the teachers attribute the turnaround to the new principal (third year). The

history classes reflect the diversity of the demographics of the school. Class sizes range from 24

to 35. Many of the Spanish-speaking students have trouble with the content vocabulary as well

as Basic English grammar skills. One student in the third period class cannot speak or

understand English except for some very basic words. Many of the student’s parents also speak

English as a second language as well, which can make communicating with them if there are

issues at school or just to call and give a student status update. All the core classes emphasize

reading and writing each day as a way to increase student language art abilities. In addition to

English Language Learners (ELLs), there are 13 special needs students. A few with learning

disabilities, but the majority have behavioral issues. The school is short on staff to assist these

students within the mainstream classes and work based on the level of learning/behavioral need;

however, the school is in the process of hiring additional staff to meet student needs.


Standard Two: Learning Goals and Objectives

The learning goals for this unit on Ancient Mesopotamia are developed on the Colorado

academic standards for social studies and the desired outcomes by using inquiry, relevance and

application, and the nature of history. Within this history lesson, there are additional objectives

also included in the Colorado social studies standards, economics and geography, however, the

primary focus is students meeting historical objectives. The learning goals and objectives within

the unit will reflect the type of content and questions students will see on the Colorado Measures

of Academic Success (CMAS) social studies test, specifically use thinking like a historian in the

methodology in their studies of ancient Mesopotamia. To aid students, all lessons will have a

vocabulary component with the aid of pictures and context. The pictures will help the ELL

students understand the word as well as those with lower reading levels as this school has scored

in the lower bracket of Colorado schools with the TCAP testing. Seventh graders in Colorado

take the standardized test in the spring of 2015 (Colorado Measures of Academic Success:

Science and Social Studies, 2014). Students are expected to answer questions in which they

must interpret information and readings to draw conclusions to as well as find evidence within

the text in order to answer the questions successfully. Students will use mapping (geography)

activities as well as understand how economics play an important part of historical events and

eras.

The specific learning goals and objectives for this history unit are:

1. Students can analyze historical sources for accuracy and point of view while formulating

historical questions using such sources. Sources to include but not limited to art, artifacts,

eyewitness accounts, letters and diaries, artifacts, real or simulated historical sites, charts,


graphs, diagrams, and written texts of the different aspects of Ancient Mesopotamian

civilizations. (Colorado Academic Standard: Social Studies, History, 7, Concept 1b)

2. Students can explain how people interact and are interconnected over key periods or eras

of Mesopotamia. (Colorado Academic Standard: Social Studies, History, 7, Concept 2a)

3. Students can analyze the social, political, cultural, economic, and technological

development of ancient Mesopotamia. (Colorado Academic Standard: Social Studies,

History, 7, Concept 2d)

4. Students can describe the characteristics and distribution of physical systems, cultural

patterns and economic interdependence to make predictions. Topics to include but not

limited to environmental issues and cultural diffusion. (Colorado Academic Standard:

Social Studies, Geography, 7, Concept 1b)

5. Students can give examples that illustrate connections between resources and

manufacturing in Ancient Mesopotamian civilizations. (Colorado Academic Standard:

Social Studies, Economics, 7, Concept 2a)

6. Students can identify patterns of trade between places based on distribution of resources.

(Colorado Academic Standard: Social Studies, Economics, 7, Concept 2b)


Standard Three: Assessment Plan

The assessment plan for the unit is to ensure there is an assessment at the end of all

activities to assess whether students understood the main points of the instruction and activity

they just learned. I will primarily use formative assessments in which students also practice their

reading and writing skills as well as those skills, such as finding evidence to answer a series of

questions. This keeps in line with using content area subjects to help increase student language

arts skills. On occasion summative assessments will be used with smaller instruction with one

word or listing questions, but staying away from true-false and multiple choices questions (with

one exception). I will also use a pre-assessment for the lesson to see if students have any kind of

background knowledge on the unit’s topic. This will be primarily multiple choices to see if

students can recall any key terms, people, or places within the upcoming unit. In addition to the

eight multiple choices questions, the test will include at least two short answer questions to see if

students can reason out an answer. These can also assess student writing along with reasoning

skills as the answer will be a student’s opinion. Finally, at the end of each lesson I will try to

include a review game, such as Jeopardy. This activity will not only review what the students

just learned, but also previous lessons to refresh student knowledge.

The intent for the unit is for students to learn through project based lessons which are tied

to summative assessments. Students create their own learning tool for the use to answer the

questions on summative assessment. For example the timeline students create will be followed

by an assessment in which all the questions can be answered by using the timeline. If they put

together the timeline well, they should do well on the assessment. Both are graded as so. Other

assessments will involve identifying key points or words in text. Students then must use the

evidence to answer the questions for the assessment.


Learning Goals Learning Objectives Assessments Format of Assessment Adaptations

Learning Goal(s) 1-6

Students can answer questions using prior

learning and reason about different aspects of Babylon and use

reason.

Students show mastery of all important aspects of ancient

Babylon.

Pre-Assessment

Summative

Formal – Multiple Choice (8), Short Answer (2)

Short Answer (SA), Finding Evidence, Opinion Based Question

SA

The short answer questions are opinioned

based questions to see if students could reason out an answer without

instruction on the unit topic.

Learning Goal 1 Students can create a timeline in order to

show connections between people, places, and ideas of

Babylon.

Students can understand how to use a timeline.

Students can use a

document based question about Hammurabi to

understand how the code affected ancient

Mesopotamia and influenced other eras.

Students can create a thesis from a question.

Formative Performance

Summative

Formative

Timeline Activity

Post-Timeline Assessment

Hammurabi Document

Based Question (DBQ) Finding Evidence Assessment

Hammurabi DBQ

Analysis Assessment

Hammurabi DBQ Thesis

This allows the more creative students to create

their own study guide.

Students use their own work to find answers.

Modeled as necessary – I

do, We do, You do

This may be done as a

class for lower reading level students.

The lower level reading/writing students

will have a separate breakdown (three parts) to answer this question.

Learning Goal 2 Students can create a

timeline in order to show connections

between people, places, and ideas of Babylon.

Students can

understand how to use

Formative

Performance

Summative

Timeline Activity


This allows the more

creative students to create their own study guide.

Students use their own

work to find answers.


a timeline. Students can describe

how a lack of resources and trade

influenced Babylonian society.

Students can use a document based

question about Hammurabi to understand how the

code affected ancient Mesopotamia and

influenced other eras. Students can create a

thesis from a question.

Formative

Formative

Babylon Resource /

Geography Finding Evidence Short Answer

Assessment

Hammurabi Document Based Question (DBQ)

Finding Evidence Assessment

Hammurabi DBQ Analysis Assessment

Hammurabi DBQ Thesis

Modeled and broken into

small segments.

Modeled as necessary – I do, We do, You do

This may be done as a class for lower reading

level students. The lower level

reading/writing students will have a separate

breakdown (three parts) to answer this question.

Learning Goal 3 Students can create a timeline in order to

show connections between people,

places, and ideas of Babylon.

Students can understand how to use

a timeline. Students can describe

how a lack of resources and trade



Summative

Formative

Timeline Activity


Babylon Resource /

Geography Finding Evidence Short Answer

Assessment

This allows the more creative students to create

their own study guide.

Students use their own work to find answers.


small segments

Learning Goal 4 Students can understand and use basic economic terms.

Students can find

evidence within the text on Babylonian

Summative

Formative

Babylon Economics Vocabulary Assessment Game

Babylon Economics

Finding Evidence Short Answer Assessment

Modeled and broken into small segments

Modeled as necessary – I

do, We do, You do


economics to show mastery.

Students can use the aspects of basic

economics and show that using something sold in Babylon.

Students can describe

how a lack of resources and trade influenced Babylonian

society.


Formative

Babylon Economic Textile

Assessment/Worksheet

Babylon Resource /

Geography Finding Evidence Short Answer Assessment

Collaborative – groups are mixed based on abilities


small segments

Learning Goal 5 Students can

understand and use basic economic terms.

Students can find evidence within the

text on Babylonian economics to show mastery.

Students can use the

aspects of basic economics and show that using something

sold in Babylon.

Students can describe how a lack of resources and trade


Summative

Formative

Formative

Performance

Formative

Babylon Economics

Vocabulary Assessment Game

Babylon Economics Finding Evidence Short

Answer Assessment

Babylon Economic

Textile Assessment/Worksheet

Babylon Resource / Geography Finding Evidence Short Answer

Assessment

Class wide, Collaborative

Modeled as necessary – I do, We do, You do

Collaborative – groups are

mixed based on abilities


Learning Goal 6 Students can describe how a lack of

resources and trade influenced Babylonian society.

Formative Babylon Resource / Geography Finding

Evidence Short Answer Assessment



Pre-Assessment for Babylon

1. Hammurabi’s Code is:

A. A secret code the Babylonians developed to spy on Assyria.

B. A set of laws for the Babylonian Empire.

C. A secret handshake developed by scribes.

D. A new form of cuneiform developed only Babylon.

2. In the middle of the Babylon empire, this empire conquered Babylon:

A. Sumer

B. Assyria

C. Egypt

D. Persia

3. King Nebuchadnezzar had this hung around the city walls of Babylon:

A. The skulls of his enemies.

B. Hanging gardens in honor of one of his wives.

C. Statues in honor of the goddess Ishtar.

D. Pictures of the epics of Gilgamesh.

4. This conqueror defeated and ended the Sumer dominance and created the first empire:

A. Hammurabi

B. Gilgamesh

C. Xerxes I

D. Sargon

5. Hammurabi was able to develop a more efficient government by:

A. Regular taxes instead of plunder.

B. Fired all the government officials.

C. Created a police force.

D. Proclaimed him the god of the sun.


6. This group from the area that is now Turkey ended the first Babylon empire:

A. Hittites

B. Sumerians

C. Egyptians

D. Persians

7. This was the religious center of Mesopotamia, first the sacred city of the Sumerian god Enlil, the

Babylonians dedicated it to their chief god Marduk:

A. Kish

B. Nippur

C. Uruk

D. Ur

8. This activity was probably the most important aspect of the Babylonian empire:

A. War

B. Religion

C. Trade

D. Gladiator Fights

9. How do you think bitumen, a naturally occurring residue from oil found in Babylon, help them increase

trade with faraway regions?

10. Hittites refined making iron and chariots from Mesopotamian cultures, Babylonians took Sumer inventions

and improved on them, such as the concept of 60 for counting time as well as adapting cuneiform spreading

it throughout Mesopotamia and other cultures. Why or how do things spread throughout an entire region as

well as outside it?


Pre-Assessment Results

The use of the pre-assessment is intended to show if students have any prior or

background knowledge of the topic(s) in which they will receive instruction on Babylon as well

as the follow on unit on Assyria. The first eight questions are multiple-choice, which is not

recommended style of questions, however, I intentionally used more terms students will see in

later units to help build background on vocabulary. The last two questions are short sentence

answers in which students could possibly reason out an answer. On these two I wanted to see if

students could do this and if they could come close to the actual answer. When I created the

questions I already understood students probably did not know what bitumen was and what the

term cultural diffusion meant. The breakdown of the assessment by topics is:

1. Questions 1-7 are about historical aspects to include the contributions of Babylon.

2. Questions 5, 8, and 9 are about economics and trade.

3. Questions 2, 4, 7, and 10 are about connections within cultures and people of

Mesopotamia as well as geography.


If I analyze the chart of above for how the students answered the questions correctly based on

each topic they all fall into around the 24-26 percentage range. The short answer question

change the results a bit, but if I look at the percentage of students who actually attempted the

short answer questions as opposed to those who left them blank, this is a good indicator there

are students advanced enough to reason out answers from unfamiliar topics. Although the

percentage is low of those who attempted (19%), the ones who did the short answers got it

correct at an 83%. Just looking at the overall results as well as just multiple choices question

results, the students scoring at a rate about one out every four indicates guessing more than

knowledge.

One other result not shown on the graph is the results by question. The two individual

questions students answered more correct over the other questions was number one

(Hammurabi’s Code) and eight (Trade). Students correctly got this question correct 23 out 62

0

100

200

300

400

500

600

700

Total Answers

Correct Answers

Percentage of Correct

SA Attempted


times it was answered. A possibility of this is students’ equated code with law and the

importance of trade within cultures and societies. Other questions with specific historical

questions with unfamiliar terms, such as the Hanging Gardens of Babylon may need

background knowledge. Finally, looking at the incorrect answers student gave a pattern

emerges where they answered the questions using familiar terms from the previous Sumer

lesson. This indicates recall, albeit incorrectly in some instances.


Standard Four: Design for Instruction

All the elements of these lessons are found within the pre-assessment questions. All the

assessments, with the exception of the performance type (the creation of the timeline and the

textile project), are short answer questions. This relates to the two short answer questions on the

pre-assessment as the majority of students chose not to attempt an answer. I believe students can

answer the short answer type, but are intimidated or just lack the confidence to answer them. It

is my intention to expose them to as many of this type as possible. With each individual lesson

within the unit I use the “I do, We do, and You do” technique so students can see how it is done,

guides them through to get confidence, and then I can assess mastery on their ability to write

answers. Another aspect used is finding evidence and answering questions using the evidence,

but also making inferences. One problem I noticed with the students is they are not able to look

at a question and interpret it without seeing the answer in the text word for word. This is another

practice I would like to increase. The questions I created in the pre-assessment and the answers

for the choices were not picked accidently. There were, however, two which were straight

historical questions without clues. My intent was to see if they could possibly key on a word and

relate it to one of the answers in order to get it correct even without background knowledge on

Babylon. One out of four on average answered each question correctly, which may imply good

guessing, but about 25-30 % of the total students who took the assessment read at or above their

grade levels according to their TCAP scores.

The unit is designed as a logical format. An overall connection to previous and follow on

topics as well as specific segments covered in each unit, vocabulary, geography, economics, and

society to include people and contributions.


Day One Day Two Day Three

Topic Mesopotamia Timeline Mesopotamia Timeline Babylon Geography and Resources

Learning

Target(s)

1-3 1-3 2-6

Description of

Activity

Introduction to the concept of timelines and how to create a timeline.

Model timeline creation

and application for the dates required on the student’s timeline.

“We do, you do” for

students (collaborative pairs) to arrange 24 events from Mesopotamia on

their timeline.

Students continue to finish their timeline.

Once students are finished with their

timeline, students are briefly shown how to use their timeline.

Students are given their

final timeline assessment. Model (I do) the first question.

Guide them (We do) through the second

question on finding key words and ensuring they understand the

concept of BCE years. Students finish (You

do) final questions with their partner.

Students are introduced to the geography of Mesopotamia and how it compares to a

modern day political map. This includes a review of

major geographical areas and climate of Mesopotamia and then Babylon.

Students do finding evidence

within text activity to answer questions on Babylon and its geography and resources.

Using the Active Inspire on the Promethean Board,

students can see me model on the same text they are reading and working with.

Final assessment map short

answer worksheet

Description of

Assessment

Students create an accurate timeline using all

24 events.

Timeline assessment of five questions in which

the students must use the timeline to answer

the question.

Final assessment worksheet which uses a map for students

to answer questions about Babylon and its resources

Objectives

Assessed

Students understand how a timeline is arranged and

the concept of BCE as well as how events are connected in Ancient

Mesopotamia.

Students can create an accurate timeline and

understand the events, concepts labeled in order to answer

questions that concentrate on

connections in Mesopotamia.

Students are assessed on their ability to interpret information

on a map and make inferences to answer questions in the short answer form as well as

one related question in which they must be able to research

an answer with Google.

Technology

Used

None – Construction Paper, Pencils, Scissors,

Ruler, Worksheets

None – Construction Paper, Pencils,

Scissors, Ruler, Worksheets

Promethean Board, Active Inspire Software, Student

Laptop

Non-tech – Worksheet, Pencil


Day Four Day Five Day Six

Topic Babylon Economics Vocabulary

Babylon Entrepreneurship Economics

Babylon Economics

Learning

Target(s)

4-5 4-5 4-5

Description of

Activity

Warm up activity on an economic topic with an

opinionated type of answer for discussion.

Using a Frayer model vocabulary sheet,

students will be given 14 economic terms in order to understand the

follow on lessons. Students are given word

and definition. This is followed by an explanation and

examples.

Students play a review game as a reinforcement tool as

well as a quick informal assessment of

understanding.

Warm up activity on an economic topic with an

opinionated type of answer for discussion.

Students are given the reading “Entrepreneurship

in Mesopotamia” centering on Babylon. I read the first paragraph.

Then we discuss it as a class. I will provide cues

to get them to discuss it as well as identifying vocabulary students may

be unfamiliar with. This continues throughout the

reading (six paragraphs). The classes with the lower reading scores will be

guided on what to underline to give them

cues to answer the questions on the assessment.

Review of economic concepts students

previously learned in order to apply to their performance activity.

Using a performance

activity as a lesson summary for Babylon economics, students will

create their own textile. This is a collaborative

activity (3-4 students per group). Students will design a textile and use the

concepts they learned in order to calculate and cut

costs in order to make a profit.

Description of

Assessment

On the Frayer

worksheet, students must use the word in a sentence that helps

them understand the meaning outside of the

given definition.

Students are given six

questions which must be answered in short answer form. The questions come

from the text and are arranged in order as well

as one per paragraph. The questions are not worded exactly as the text in the

reading; students must make inferences to be

correct.

Students design and create

a model of their textile; they use economic concepts learned in the

lesson to minimize costs, earn a profit, and compete

against other student products.


Objectives

Assessed

Students understand economic terms and can use them in context. In

addition students writing skills are looked

at.

Students can find evidence within a reading and interpret the text to be

able to answer questions and understand economics

of Babylon. In addition to historical knowledge and reading skills, writing is

evaluated, but not tabulated into the

student’s grade.

Students can use economic concepts learned in the lesson to minimize costs,

earn a profit, and compete against other student textile

products.

Technology

Used

Promethean Board, PowerPoint, Laptop

Non-tech – paper, pencil

None – Worksheets, Dry/Erase Board

Non-tech – paper, pencil

None – Construction paper, Pencils, Worksheets,

Thread, Scissors, Tape, Glue, Buttons


Standard Five: Instructional Decision Making

There are many times during the unit when a student’s or students’ learning caused me to

modify the original design for instruction. In fact, I modify lesson delivery or instruction on

every lesson I have taught. Some of the modifications were minor than others. It is usually

when something does not work nor has a seamless flow to the lesson during the first class

instruction for the day. It is important to note the differences in the academic ability and

achievement between the classes. Often modifications are made just based on this alone. The

two examples of modifications pertain to the first lesson of the unit and the last lesson in the unit.

Example One: The first instance of altering the instructional plan was during the first

part of the overall unit on ancient Mesopotamia where students reviewed the concepts of primary

and secondary sources. Students would work through a seven-page vocabulary worksheet that

includes an activity where students need to give examples of primary and secondary sources.

The lesson also includes a reading. The strategy behind the lesson is to use guided reading

practices and focus on vocabulary prior to this, so students are not surprised by what is deemed

as complex words within the text. The first instance of teaching this lesson, it was a bit difficult

as the students got hung up on the vocabulary. The first class overall is at the proficient or

partially proficient level on the reading and writing scores for the previous school year. The

class managed to get through the lesson, but because it took so long to get through the

vocabulary section, the students did not get to the assessment before the end of the period. The

next class which is more of a mixture of partially proficient and unsatisfactory students with a

few proficient students proved difficult to teach the vocabulary using examples and synonyms.

The students have virtually no background knowledge of the terms, which made getting to the

intent of the lesson on primary and secondary sources impossible. The entire class period is


spent on vocabulary. I knew for the third class of the day, the lesson would need to be modified

even more as the majority of this class is unsatisfactory with their reading and writing skills. For

this class, I just did vocabulary and did not worry about getting to the primary and secondary

source part of the lesson. My fears with this class were correct as the students barely made it

through the vocabulary part. The third class has three specific students within the class who can

barely understand what they are reading and display poor writing skills. One of these students

writes well, but her answer did not match the definition given (students would create their

sentence based off of the definition to convey meaning). A second student from the group of

three understood everything, but the writing skills were almost non-existent (no punctuation,

capitalization, missed spelled words, correct usage of words, etc.). I would need to teach the

lesson again the next day as the school is on an “A” and “B” day schedule so that I would need

to modify the lesson completely.

The modifications to the lesson were first to break it into smaller chunks. I made a

specific lesson for vocabulary, one for primary sources, and a formative assessment that is

collaborative. The second thing I did was make the lesson more student-centric and less direct

instruction. I changed the strategy of guided reading to the “I do, you do, we do” strategy. This

way I model, not only how to do the specific parts of the lesson, but also I model the thought

process to come up with the correct answer. The worksheet was now just a two-page worksheet

and nothing more than defining primary and secondary sources, followed by a more structured

Frayer model template for the remaining vocabulary. For the fifth period classes, the instruction

for the most part was entirely guided. The lesson still took most of the period to get through, but

I was able to keep all students together without any falling behind. The simpler lesson format,


the modeled instruction, and the student-centric activities made the lesson a success. The areas

in the vocabulary where students got stuck were no longer a barrier.

Example Two: The second example of changing instruction as a result of student

learning is on the final lesson for the Babylon unit with Hammurabi’s Code. The lesson ended

by students taking notes using the Cornell method on six paragraphs on Hammurabi, Babylon,

and Hammurabi’s Code. Once again, the fifth period classes struggled to fill out the notes

template I provided them. The other classes were able to fill out the template completely on the

reading. I modeled the first paragraph; we did the second paragraph as a class, and the students

finished the last four paragraphs individually. This method of instruction worked well for

second and third period classes, but not with fifth the period class. Once again, I modeled the

first paragraph; however, when we got to the second paragraph most students could not identify

the main thought of the paragraph, even with my help. I try not to pick certain students to

answer questions I ask because there are a few students who are at a much higher level

academically than the rest of the class. Their arms shoot right up when I ask questions. Usually,

I try to get others to answer questions as an indicator of understanding. I have four different

students I utilize for this method to check for understanding, each with varying difficulties in the

classroom, reading, writing, but mostly behavioral issues. On this occasion, I asked this

particular student what is the main thought of the paragraph, even going so much as reading the

sentence with the thought in it and emphasizing the keywords. I still was not able to fish out the

correct answer. Now, I go to my more academically advanced students to answer the question to

move on. At this point in the lesson, I realize I need to guide them through the remaining

paragraphs. We do the third and fourth paragraphs as a class. At this point, I let them go and

allow them to finish the last two on their own, but I do allow them to work collaboratively.


Throughout the unit, I have made modifications and adjustments to individual lessons

and instruction based on the learning abilities of the classes. Though modifications are made, I

have done so as to ensure students still stay at the relatively same pace. I offer the higher

academically students more detailed lessons, whereas the fifth period classes get simpler lessons,

but also making accommodations for the few advanced students an opportunity to do those

things the other classes do. The end of unit assessment follows the lesson in example two. Once

again, I made modifications to the assessment, but not in content of the assessment itself, but to

the level of input as the instructor I gave the students in order to complete the assessment. In the

other classes, I gave a few instructions, but not much explanation on how to answer the

questions. It was a simple examination, not too difficult, and the students were allowed to use

notes from example two. For the fifth period classes, I went over it very descriptive instructions

and worked through one with them as a class as well as a hint on the last question. The last one

took some higher order thinking to answer the question. This method seemed to work as overall

the “A” day fifth period class did very well.


Standard Six: Analysis of Student Learning

The pre-assessment and the end of unit assessment results show the students increased

their understanding of ancient Mesopotamia and Babylon. The graphs show the individual

student scores for period two on the “A” day schedule pre-assessment and end of unit

assessments. The first graph is the scores of each student. The second graph is the scores based

on a subgroup characteristic dent reading and writing proficiency. The third part is two students

with differing levels of performance. It is clear from analyzing the graphs that every student

improved his or her understanding during the unit instruction.

Chart A

Chart “B” looked at the results of the examinations but divided up by learning objectives

/ goals. Looking at the data, the result of the final assessment is consistent on how the students

did on the pre-assessment. They scored higher on both occasions on the questions that fell under

learning goal four. Under learning goals five and six, there shows 100% for the end of unit

0%

10%

20%

30%

40%

50%

60%

70%

80%

90%

100%

ST1

ST2

ST3

ST4

ST5

ST6

ST7

ST8

ST9

ST10

ST11

ST12

ST13

ST14

ST15

ST16

ST17

Ass

ess

me

nt

Sco

re

Students (ST)

Period 2 "A" Day

Pre-Assessment

Unit Assessment


assessment, although these goals were assessed during a separate assessment following the

economic segment of the unit. The scoring for which differs from the unit assessment in it was a

collaborative performance assessment which contained two parts. The students created their

textile product, set a price, tracked expenses, adjusted their price and determined the profit. All

students succeeded at this assessment and got full credit in this class.

Chart B

The result of each student is a higher score on the end of unit assessment than the pre-

assessment. Students gained anywhere from 30 to 70 percentage points (an average of 49%

increase) on their assessment scores over the course of the unit. Three students scored less than

70 (unsatisfactory) on the end of unit assessment but still showed a gain of 30, 40, and 40

percent. These results show that the instruction and activities throughout the unit were not too

difficult for the majority of the students, but at an appropriate level to still challenge them

academically.

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Learning

Goal 1

Learning

Goal 2

Learning

Goal 3

Learning

Goal 4

Learning

Goal 5

Learning

Goal 6

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Period 2 "A" Day: Results as per Learning / Goals

Pre-Assessment

End Unit Assessment


The graphs below represent the same data as the previous graphs, however instead of

looking at the entire class as individual students; the students are grouped into subgroups based

off of the students’ TCAP scores for reading and writing. The results are not surprising in the

one student who is rated unsatisfactory in these skills scored lower than the rest of the class as

well as the proficient students scored highest. The difference between the partially and

proficient students is a subtle percentage (79% to 76%).

Chart C:

The pre-assessment data for the subgroups is negligible at best as most of the students

had not been exposed to the material in previous grades on Ancient Babylon or Mesopotamia.

The questions, especially for learning goal three I would label as good guessing. On the end of

unit assessment, the correct answers follow the student’s abilities. The questions that pertain to

learning goal two, while in the reading where the students had to pull out the answers, these

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Student Learning Levels (number of students)

Period Two "A" Day - Reading/Writing Skill Proficiency Subgroups

Average Pre-Assessment Score

Average Unit Assessment Score


needed for students to make inferences in order to answer them correctly. The others were

almost spelled out word-for-word.

Chart D:

I have chosen to compare Student A and Student B because of their academic levels have

the widest gap between any two students within this particular class.

Student A is a thirteen-year-old girl. She is a quiet student, who does her work without

much fuss, but does not necessarily volunteer answers, but when called on she usually can

answer correctly. Student A also has an “A” grade overall in the class for the first quarter.

Student B is a twelve-year-old girl has shown the ability to read, but struggles with basic

grammar, spelling, and writing skills. However, Student B always volunteers to read as well as

attempt answering questions given to the class during instruction. Student B also seems to

struggle with confidence. A few times she has raised her hand to answer a question than pulls it

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Student Learning Levels (number of students)

Period Two "A" Day - Reading/Writing Skill Proficiency Subgroups

Learning Goal Two Pre-Assessment

Score

Learning Goal Three Pre-

Assessment Score2

Learning Goal Two Unit

Assessment Score

Learning Goal Three Unit

Assessment Score2


down or says things like “never mind.” Student B has struggled with her classwork, but when I

am able to work with her one-on-one she can succeed at her work.

Student A had a score of 40 percent on her pre-assessment. Then, she got 100 percent on

the end of unit assessment. She increased her score 60 points between her pre and post-

assessments. Both assessments had ten questions on them, although the end assessment had a

two-part question. Student A showed she was more than capable on the end of unit assessment.

She was the only student in the class to not only answer all questions correctly, but even the final

question that needed students to use prior knowledge and mathematical skills. The question

asked how many centuries ago did Hammurabi live, when the reading the students had to pull

evidence from only gave years. This required students to convert the years into centuries, a skill

the class worked on ten weeks before.

Student B achieved only a 50 percent on her final assessment. On her pre-assessment she

only scored a 10 percent. Also, on the pre-assessment, she chose not to answer the two

opinionated short-answer questions. The remaining eight questions were multiple-choice, which

she was able to guess one correctly. Although Student B’s scores were lower, Student B made a

forty-point improvement on her post-assessment from her pre-assessment score. If you look at

the fact she guessed at the one correct answer on the pre-assessment, the fifty points she

achieved on the final assessment shows she is definitely capable as the majority of questions she

got correct were the short-answer form. Student B is also in the unsatisfactory level due to her

TCAP scores last school year as noted on charts C and D (student B is the only unsatisfactory in

this class).


Below are two artifacts of the student’s work. Student B’s work is the notes activity we

did before the end of unit assessment. Student A’s work is her end of unit assessment.

Although, these are different activities, Student B who normally struggles with her writing, has

well written notes comparable to the writing style and skill of Student A. The difference is

Student B did this with guidance, which goes back to my assertion Student B is capable, but

needs help to overcome either a learning issue or just a confidence issue. On her assessment, she

went back to short, sloppy answers.

Student B’s Notes:


Student A’s Assessment, Page One:


Student A’s Assessment, Page Two::


Student B’s Assessment, Page Two:


Standard Seven: Reflection and Self-Evaluation

The student teaching experience and the implementation of the Teacher Work Sample

(TWS) standards within my instruction shows the relationship between that instruction and

student learning. Applying and learning from the use of the standards of a TWS is a must in

order to improve my teaching skills.

The instructional strategies I used during the instruction are pre-reading, guided reading,

and post-reading strategies, focusing on vocabulary using various models, such as the Frayer

model, and primarily the “I do, You do, We do” strategy. This strategy concentrates heavily on

the use of modeling, which I feel contributed most to student learning during the instruction of

the unit on Ancient Mesopotamia and Babylon. The emphasis on vocabulary also contributed to

the effectiveness of the instruction to student learning. The modeling approach and continuous

use of key vocabulary terms helped develop background knowledge to build upon gradually

throughout the unit as to apply to the end of unit assessment, but also to the follow-on unit. One

of the key components of the curriculum, as well as a Colorado state standard, is building

connections through historical eras. I think one of the strengths of my instruction was to make

relevant connections to the student’s world and the ancient one.

The instructional unit had several barriers to achieving learning results, many of which of

these were under my control and my responsibility as a teacher. At the beginning on the unit, it

was my inexperience designing lesson plans for students of this age and ability which led to a

learning barrier. I wrote a complicated lesson with several different aspects to it that looked

good on paper, but difficult to implement under real-world conditions. I quickly realized, the

simpler, smaller the lesson, the better it would work for the students. Also, less direct-


instruction, more student-centric type of learning and activities. Often students would lose focus

after about ten minutes of direct type of instruction. A second barrier was disruptive students. I

believe I grew in my ability to handle such situations with better implementation of classroom

management strategies; however, there were always challenges. Many times, it was only two-

three students who were disruptive, but it was enough to inhibit the learning of the entire class on

a few occasions. Classroom disruptions, I would rate as the number one barrier to student

learning. If it did not affect the individuals acting out, as they would not listen to instruction, it

affected other students around them by taking their focus away, but mine as well. If I am too

busy concentrating on correcting disruptive behavior, I am not teaching as much as I need to be.

Finally, a third barrier is less controlled by me as a teacher, but more about the students. I am

talking about learning shortcomings from their previous school experiences. Many students

seem to lack basic academic skills they should have by the seventh grade, such as basic

mathematical and writing skills.

It is hard to say what I would do differently to improve student learning. I know I would

arrange the room a bit different than the style of four desks together. I do prefer collaborative

student activities, but students facing each other gave me the impression it was too much of a

distraction for these students. I think I would group them in twos, side by side. I also would

prefer to do more project-based learning as well as a more flipped-style of classroom learning.

My goal would be for students to teach themselves through presentations and discussions and I

would simply act as a facilitator and a person for students would receive guidance and

information. One aspect of my teaching I know I would like to improve is taking my ability to

connect and engage students in my one on one time, but do this as an entire class. A lot of times,

I am able to convey the instruction better when I stop and talk to students individually or in


smaller table groups. It just seems more effective this way. If anything, I would design more

student work to be able to teach this way instead of to an entire classroom at once.

In assessing the extent to which I met the work sample standards, specifically on my key

areas of strength and weakness, I know I need to apply data more in order to differentiate

instruction. I believe this will impact the learning of all students better. In the student teaching

experience, it was harder to make specific changes to overall instruction. In my classroom, I

would track data better in order to make individual growth plans for my students. In this

instance, I was more applying differentiated instruction to entire classes as opposed to individual

students. I know after teaching this unit on Ancient Babylon, I am able to take a topic I was not

too familiar with and made it one I could teach. At the same time, I need to continue to pursue

improvement, not only with the art and science of teaching, but with my own content knowledge

to be an expert for students. The class in almost every instance used language art skills as well

as on occasion mathematics and art, which means I need to stay or become knowledgeable in

these subjects to teach core competencies in my content area.


References

Jack Swigert Aerospace Academy. (2013). Retrieved from Colorado School Grades:

http://coloradoschoolgrades.com/SchoolReportCard.aspx?sid=8457M

Jack Swigert Aerospace Academy. (2014, May 2). Retrieved from Great Schools:

http://www.greatschools.org/colorado/colorado-springs/4159-Jack-Swigert-Aerospace-

Academy/

Swigert Aerospace Academy School. (2011). Retrieved from Swigert Aerospace Academy

School: http://swigert.d11.org/pages/default.aspx

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