EDUC 450: PROFESSIONAL CLINICAL PRACTICE SCHOOL OF EDUCATION CLAFLIN UNIVERSITY TEACHER UNIT WORK SAMPLE TEMPLATE

Candidate: Whitley Hurd District: 5 Subject: Social Studies

Mentor Teacher: Mrs. Brown

Academic Year: Spring 2013 Grade Level: 5th

School: Whittaker Elementary School Dates of unit: 2/25/13- 3/8/13

Section I: Unit Title and/or Description: Traveling Through WWII 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.

There are a total of 75 students in this grade level. However, there are only 25 students in the class at a time. In the first class, there are 13 boys and 12 girls. All 25 students are African American and they are academically advance than the other two classes. In the second class, there are 11 boys and 14 girls. All the students African American except for 3 Hispanic children: 1 boy and 2 girls. In the third class, there are 12 boys and 13 girls. All of these students are African Americans except for 2 Caucasians: 1 boy and 1 girl. This information was gathered from the school secretary, Mrs. Guinyard. Three students are English Language Learners (ELL) and speak fluent English, except for one. This information was gathered from my cooperating teacher. There are a total of 3 students who receive academic assistance from resource personnel as well. My resource teacher, Mrs. Charlie, comes to assist the students daily. The students reading levels are between a second grade level and a fourth grade level. All of this information is essential to teaching the class effectively.

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.

As stated above, I teach a total of 75 different students a day. I think it is very important to know the background of my students. Even though only 2 students are English Language Learners, all of them are different in their own creative way. All of these factors may become problematic during my instruction. I know there is not much I can do about hunger in the classroom, but maybe we can turn nutrition for the body into the lesson. Life is a lesson itself, so you can always teach a child something new. Some students may not know that they function Section IV:nutrition The Unit better with in Plan the morning. My lesson plans are always adjustable for students who are having difficulty or if a problem occurs.

Section IV A: Major Unit Objectives (Key Eleme nt 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 80% or more of the students will be able to explain the principle events related to the involvement of the United States in WWII, the major battles of the European theater, and the events in the Pacific theater.

Correlated Standards/Expectations 5-4.4 The students are expected to score 80% or better.

80% or more of the students will be able to analyze the role of key figures during WWII, including Winston Churchill, Franklin D. Roosevelt, Joseph Stalin, Benito Mussolini, and Adolf Hitler.

5-4.5 The students are expected to score 80% or better.

80% or more of the students will be able to summarize key developments in technology, aviation, weaponry, and communication and their effects on WWII and the United States economy.

5-4.6 The students are expected to score 80% or better.

80% or more of the students will be able to summarize the social and political impact of WWII on the American home front and the world, including opportunities for women and African Americans in the work place, the internment of the Japanese Americans, and the changes in national boundaries and governments.

5-4.7 The students are expected to score 80% or better.

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

Activities/Strategies/Materials/Resources (Key Element 2.B) Unit Objective Number(s)

PowerPoint Presentation: Introduce information from the standard. Prezi Presentation: WWII Grand discussion: The students will engage in the grand conversation about each indicator. PACT Book: The students will discuss the content from the PACT book. Social Studies textbook: The students will discuss the content from the textbook. WWII Booklet: The students will complete a booklet about WWII. Cooperative Learning: The students will get in groups to discuss what they have learned to each other. Weekly Assessment: The students will be assessed on each indicator. Clickers: This allows me to review questions with the students to see if they retained the information.

2, 3, 4 1, 3 1, 2, 3, 4 1, 3 2, 4 1, 2, 3, 4 2, 4 1, 2, 3, 4 1, 4

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 is centered on the state academic learning standards for fifth graders. All of the activities and assignments were created in order to teach the standards, while also keeping students excited about the learning. I present the information in different ways to teach all students on different levels. I designed my instructional plan based on my observation of the class. The students learn better from one another, and they also like information presented to them in different ways than the book. Prezi is a great way to present information to the students. They absolutely love it. I also allowed the students to create their own work on Prezi.

Section V A: Unit Assessments (Key Element 3.A) - List the key unit assessments. Type of Assessment (Check one for each assessment) Teacher-Made Commercially (A copy of each teacher Available Pre-assessment Study Island

Key Unit Assessments (Key Element 3.A)

made assessment must be attached to this plan.)

5-4.4 Quiz

5-4.5 and 5-4.6 Quiz

5-5.7 Quiz

WWII Booklet

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?

The unit assessments are valid and reliable for the students because they are created based on many different resources, and they are a review for what has been taught. Everything that is on the assessment has been covered during the week. The questions are also based on the South Carolina State Standards. Some of the resources came from me personally, the Social Studies textbook, the PACT book, and workbook. Because I create the assessments, I am positive that I cover all the aspects in the standard. Commercial tests are great sources to use, but I believe that you need to make your assessment based on the students in the class.

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 (Key Element 3.A) Unit Objective 1: Pre-Assessment(s) Oral review : Post-Assessment(s) Quiz : Other Assessment(s) Homework Independent practice Guided Practice Unit Objective 2: Pre-Assessment(s) Oral review : Post-Assessment(s) Quiz : Other Assessment(s) Homework Independent practice Guided Practice Unit Objective 3: Pre-Assessment(s)

Accommodations (Key Element 3.A)

Evaluation Criteria (Key Element 3.C)

No Accommodations Necessary.

Standard Assessment Multiple Choice Standard Assessment Multiple Choice Assessment Attached

No Accommodations Necessary.

Standard Assessment Multiple Choice Standard Assessment Multiple Choice Assessment Attached

No Accommodations Necessary.

Standard Assessment Multiple Choice Standard Assessment Multiple Choice Assessment Attached

: Post-Assessment(s) Quiz

: Other Assessment(s) Homework Independent practice Guided Practice Unit Objective 4: Pre-Assessment(s) Unofficial Quiz : Post-Assessment(s) Quiz : Other Assessment(s) Homework Independent practice Guided Practice

No Accommodations Necessary.

Standard Assessment Multiple Choice Standard Assessment Multiple Choice Assessment Attached

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 instruction.

Pre-Test
50 45 40 35 30 25 20 15 10 5 0 Homeroom Patterson Howel Pre-Test (1)

I printed a pre-test for the students to complete prior to their learning about the content. The students knew they were not going to receive a grade. The pre-test was commercially available on Study-Island. The students were honest, and I knew that they didnt know much about WWII. So I used the pre-test as a guide to teach them. The numbers on the left of the grid are the average percentage from the entire class. I retrieved these percentages from the online grade book.

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 individual students performance? (2) Attach clearly labeled tables, graphs or charts that depict student performance ( strengths and weaknesses) for the 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 information definitely increased my understanding of some individual students performance. It seemed like some students were not paying attention at times or were playing with other classmates during my instruction time. Majority of these students scored higher than others. Ive also noticed that the same student that asks/answers all the questions always score higher than those students who dont say much. I have assigned students grades based on the grading scale provided by the school. It tells you the score the student should receive based on the number of problems they get. Overall, the students in all classes learned about WWII. Their quiz scores were higher than their pre-test because the content they learned throughout the weeks. The scores tell me that the students understand the content and will be able to address all unit objectives.

100 90 80 70 60 50 40 30 20 10 0 Homeroom Patterson Howel Pre-Test Quiz: WWII Booklet

Overall, the students gained a lot of knowledge about WWII. I am very impressed with my students and they all have achieved the goals I set for them at the beginning of the unit. My studies at Claflin University have trained me to be an effective teacher. I will use these scores to set higher expectations for myself so my students can all achieve higher scores. These results have been recorded on the PowerTeacher Gradebook and my own personal gradebook. Every week, I present the scores on a spread sheet which shows the scores for every student and the average class s score. These scores are sent to the principal once a week. She likes to know how we are assessing the students weekly and how we are improving them.

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 group of students, (2) what, if anything, would you do differently, and why? What (3) specific aspects of the instruction need to be modified?

According to the scores that my students earned, majority of them learned about WWII. Thats the most important job of a teacher, making sure that learning is taking place in the classroom. If teacher would get grades, I would give myself an A. If I had to teach the same students again, I wouldnt change much. Most important would be the technology. They loved that the most. The area where I feel I can improve would be assessments. I would like to assess my students using different strategies and allow them to peer teach. Research shows that students learn better from each other.

Quiz on WWII Name_____________________________________ Fill in the blank with the words in the box on the right. 1) Dictator of Italy _________________________________________ 2) Dictator of Germany_____________________________________ 3) Dictator of Japan________________________________________ 4) Dictator of Soviet Union__________________________________ 5) Great Britain Prime Minister_______________________________ 6.) a. b. c. d. e. 7.) a. b. c. d. 8.) a. b. c. d. 9.) a. b. c. d. What was the effect of Japans attack on Pearl Harbor? The United States declared war on Japan. The United States allowed Britain to borrow military supplies. Japan gained control of China and Sou theast Asia. Japan joined an alliance with Germany and Italy. Who were the major Allied Powers during WWII? Germany, Italy, and Japan Germany, Italy, Japan, and the Soviet Union The United States, Britain, France, and Poland The United States, Britain, Canada, France, and the Soviet Union At which battle did the General George S. Patton lead the Allies to victory against Germany? Battle of Midway Battle of Stalingrad Battle of Bulge Battle of two Jima The use of the atomic bomb Saved many Japanese lives. Prevented Japan from invading the United States. Helped for Japan to surrender. Made an invasion of Japan necessary. Adolf Hitler Winston Churchill Benito Mussolini Hideki Tojo Joseph Stalin Date________________

10.) During the Holocaust a. About one million Jews were murdered. b. About two million Jews were murdered. c. About four million Jews were murdered. d. About six million Jews were murdered. 11.) Most people in Nazi concentration camps were a. Italians b. Americans c. Jews d. Germans

12.) Who was the major Axis Powers during WWII? a. Germany, Italy, and Japan b. Germany, Italy, Japan, and the Soviet Union c. The United States, Britain, France, and Poland d. The United States, Britain, Canada, France, and the Soviet Union

13.) How did WWII start? a. Japan bombed Pearl Harbor b. Germany invaded Poland c. U.S. dropped the atomic bomb d. Allies did not like the Concentration Camps

14.) Why did Great Britain and France declare war on Germany? a. Germany invaded Poland. b. Germany invaded Austria and Czechoslovakia. c. Germany formed an alliance with Italy and Japan. d. Adolf Hitler became the dictator of Germany. 15.) Why did the rise of dictators cause concern in the 1930s? a. Countries ruled by dictators became vulnerable to attack. b. Dictators placed high tariffs on imported goods. c. Dictators believed in a weak central government. d. Dictators often planned to attack and conquer other countries.

16.) What event caused the United States to enter WWII? a. Germany bombed Great Britain. b. Japan bombed Pearl Harbor. c. Germany took over much of Western Europe. d. Japan took over much of China and Southeast Asia.

17.) Which of the following describes an effect of WWII on the United States economy? a. Automobile companies produced a record number of cars. b. Many factories had to expand to produce military equipment. c. The airplane industry suffered as the Allies began using airplanes in combat. d. Cities with shipyards declined because so many ships had been sent overseas. 18.) Where did the first African American fighter pilots begin training? a. Norfolk, Virginia b. Los Alamos, New Mexico c. Manhattan, New York d. Tuskegee, Alabama

19.) Where did the largest sea invasion in world history take place? a. Hiroshima, Japan b. Nagasaki, Japan c. Berlin, Germany d. Normandy, France

True/False 20.) ____________WWII ended when American airplanes dropped an atomic bomb on the city of Hiroshima. 21.) ____________The invasion in Normandy is when the Axis forces would attack the German troops. 22.) _____________Hitler put Jews in concentration camps because he blamed them for their problems. 23.) _____________Pacific Island Hopping is when the Allies skipped over some islands to use as bases to take over other islands to get closer to Japan.

24.) ______________ The United States were already in WWII when Japan bombed Pearl Harbor.

Bonus: After which battle was Germany forced to retreat from the Soviet Union? a. b. c. d. Battle of Midway Battle of Stalingrad Battle of the Bulge Battle of Iwo Jima

Take your time, do your best, make notes, and use the process of elimination! Ms. Hurd and Mrs. Brown are expecting 80% or better.

Parent Signature_________________________________________

Name _______________________________ Date________________________________

World War II Quiz Pt. 2

1. How do you think the Germans felt about losing World War I?

2. What was dangerous about Adolf Hitlers ideas?

3. Why do you think the United States was hesitant to enter World War II?

4. How do you think Americans reacted to the Japanese attack on Pearl Harbor?

5. How did the government control the rationing of food and other goods?

6. Why did the federal government grow during the war?

7. Why do you think many Americans supported putting Japanese Americans into relocation camps?

Do your best and Im expecting 80% or better!!!!!

World War II Booklet FRONT COVER: Title Page

Vocabulary Words: word, picture, sentence, write the definition of the word, draw a picture that relates to the word, and give a sentence in your own words to let me know you understand the meaning of the word. 1. dictator 2.fascism 3. Allies 4. World War II 5. Lend-Lease 6. atomic bomb 7. rationing 8. concentration camp 9. Holocaust 10. Who fought on the Allies Power side vs. the Axis Power side
Answer the Essential Questions You do not have to write the questions again just number your answers.

1. How did World War II started? 2. How did the United States entered WWII? 3. What happened during invasion in Normandy and the Pacific Island Hopping? 4. What caused the bombing of Hiroshima and Nagasaki? 5. What role did Winston Churchill, Franklin D. Roosevelt, Joseph Stalin, Benito Mussolini, and Adolf Hitler play in WWII?