Teacher Work Sample Social Studies & Language Arts Five Day Unit

Andrea N. Caffall Teacher Education Level 2 Weber State University Spring 2013

Andrea Caffall

5-Day Teacher Work Sample

Unit Title: Citizenship, responsibility and rights Developed by: Andrea N. Caffall For Grade: Third Rationale: It is imperative that children learn what it takes to be a contributing member of society who abides by laws, is responsible, treats others respectfully and is willing to help those in need. Learning pro-social skills, tolerance and social responsibility will prepare them to live in a democratic society and allow them to realize there are consequences for all of their actions. State Core: Social Studies Core Standard 3: Describe the rights and responsibilities inherent in being a contributing member of a community. Objective 1: a. Identify how these rights and responsibilities are reflected in the patriotic symbols and traditions of the United States (i.e. Pledge of Allegiance, flag etiquette). b. List the responsibilities community members have to one another. c. Identify why these responsibilities are important for a functioning community (e.g. voting, jury duty, taxpaying, obedience to laws). Reading Literature Core Comprehension & Collaboration Speaking & Listening Standard 3.1 b. follow agreed-upon rules for discussions d. explain their own ideas and understanding in light of the discussion Standard RI 3.2 Recount stories, including fables, folktales, and myths from diverse cultures; determine the central message, lesson, or moral and explain how it is conveyed through key details in the text. Unit Goal/Objectives: Students will be able to list responsibilities community members have to one another, identify why they are important for a functioning community, and how they are reflected in our patriotic symbols and will be able to recount a story from a diverse culture and describe a character in a story. Summative Assessment: I will use an assessment that will include fill in the blank, matching phrases to symbols, true and false, and multiple choice. The students will also write the theme of the story A True Hero and describe in one sentence how the father felt when his third son told him what he had done.

Andrea Caffall

Design of Instruction Lesson: Day 1 Title: Responsibilities to each other Utah State Core Standards: Social Studies Standard 3.1 b. List the responsibilities community members have to one another Content Objective: Students will be able to list three responsibilities community members have to one another. Language Objective: Students will be able to write three responsibilities community members have to one another. Textual Factors/Vocabulary: Churkendoose (practice pronunciation together), impressed Cooperation, respect, participation Time: 40 minutes Supplemental Materials and Resources: Readers Theater script Churkendoose for each student o Highlight each characters lines on the scripts Pre-cut and decorated masks on long dowel o for a lesson that is about 1-1 hours, allow the students to decorate their masks PowerPoint slides for objectives and new or difficult vocabulary Tier 2 Assessment Adjustments for ELL & Exceptional Students Provide oral cues to help students recall responsibilities community members have to each other Allow students to write shorter chunks of information (ideas) rather than complete sentences. Andrea Caffall

Formative Assessment Students will write three responsibilities members of a community have to one another I will use a rubric to assess student writing (attached)

Instructional Activities (Before, During and After) BEFORE: Introduce new concepts via PowerPoint 1. Respect 2. Cooperation 3. Participation Discuss positive and negative examples of these words Tell students we will be doing Readers Theater 1. Vocabulary/pronunciation for Churkendoose: Ask what they think a Churkendoose is? (practice pronunciation) impressed

Tier 2 Instruction for ELL & Exceptional Students Readers theater allows students to use masks so they may not feel insecure about reading in front of their peers Grouping students according to varying levels of reading so they are learning from one another Visual aids Content and language objectives introduced on PowerPoint and left up throughout the lesson Discuss new vocabulary Discuss difficult concepts

2. Look for ways we should treat each other 3. Look for ways the characters could have improved the way they treated Churkendoose DURING: Count off by 7 (3 groups) Class managers pass out masks and scripts to group tables Assign characters- Posted on PowerPoint: 1. Narrator 2. Churkendoose 3. Chicken 4. Turkey Note: (For this class I changed the groups based on who was present for the lesson as well as reading level) Give direct instruction on how they will take turns reading their part and listening to peers 5. Duck 6. Goose 7. Fox

Andrea Caffall

Remind them to pay attention to how the characters treat Churkendoose at first: o Is this a positive way to treat others? o How should we treat other people in our classroom, family and community?

AFTER: Discussion with students: o How did the animals treat Churkendoose at first? o How did they treat him after Churkendoose saved them? o How should we treat others? o We should treat everyone with respect o What are some ways we can show respect to others? o What other responsibilities do we have to each other? Brainstorm other responsibilities: o ExamplesRespect, cooperation (working together), helping others, volunteering, participating in group activities and helping at home Assessment: o Have students write 3 responsibilities they have to each other as members of a community. REVIEW & CLOSE: o Review the moral of Churkendoose- respecting others and helping out o Briefly discuss tomorrows objective: o Tomorrow we will learn more about why responsibilities like obeying laws are important for our communities to work. o Think about what would happen if we didnt have laws, like stopping at stop signs.

Example of mask for Readers Theater:

Andrea Caffall

Rubric for Lesson 1

Social Studies Standard 3.1 b. List the responsibilities community members have to one another Objective to assess: Students will be able to write three responsibilities community members have to one another.

3
Student lists at least three responsibilities community members have to one another

2
Student lists no more than two responsibilities community members have to one another

1
Student lists no more than one responsibility community members have to one another

0
Student does not list any responsibilities community members have to one another

Andrea Caffall

Design of Instruction Lesson: Day 2 Title: Its Our Responsibility Utah State Core Standards: Social Studies Standard 3.1 a. Identify why these responsibilities are important for a functioning community (e.g. voting, jury duty, taxpaying, obedience to laws) Content Objective: Students will be able to identify why two responsibilities are important for a functioning community Language Objective: Students will write a brief explanation of why two responsibilities are important for a functioning community

Textual Factors/Vocabulary: common good, volunteer, voting, obeying laws, taxpaying Time: 40 minutes Supplemental Materials and Resources: Getting Involved from Macmillan/McGraw-Hill basal page 250-255 PowerPoint that introduces new concepts, vocabulary and objectives Blank paper Pencils Tier 2 Assessment Adjustments for ELL & Exceptional Students I will allow the students to refer back to their book if needed to come up with ideas for their writing activity Students will work in groups to come up with the responsibilities, and will individually complete the justification of the importance of those responsibilities

Formative Assessment Students will identify two responsibilities and why they are important for a functioning community in a brief (1-2 sentences each) passage I will use attached rubric to assess the student writing

Andrea Caffall

Instructional Activities (Before, During and After) BEFORE Review previous days concepts What are some responsibilities we have to each other Introduce and discuss new vocabulary and concepts via PowerPoint1. Common good 2. Volunteer 3. Voting 4. Obeying laws 5. Taxpaying DURING Have students count off into groups of 3 Note: I changed the grouping based on students present and reading level. Class managers pass out blank sheets of paper Get their social studies core readers o Page 250-255 o Work together, taking turns reading Fold paper hamburger style and in half again- makes four squares Students will write as they read: AFTER Return to seats Think-pair-share: what are some responsibilities and why are In each square- write one way they can be a responsible citizen (i.e. obeying laws, voting)

Tier 2 Instructional Adjustments for ELL & Exceptional Students Grouping strategies to allow students to work together with peers with varying levels of English proficiency PowerPoint to introduce and review both content and language objectives PowerPoint with pictures to introduce new vocabulary or abstract concepts Think-pair-share Group discussion

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they important for our community and country? Briefly discuss as class importance of theseo What would it be like without them? Choose 2 squares to write 1-2 sentences describing why those responsibilities are important REVIEW & CLOSE Allow students to share what they came up with Ask for two or three volunteers to read their ideas Conclude with review of objectives Prime students for day 3 lesson o Tomorrow we will be learning about important American symbols and how those can help remind us of our rights and responsibilities

Andrea Caffall

Rubric for Lesson 2

Social Studies Standard 3.1 c. Identify why these responsibilities are important for a functioning community (e.g. voting, jury duty, taxpaying, obedience to laws) Objective to assess: Students will write a brief explanation of why two responsibilities are important for a functioning community

4
Student lists at least two responsibilities and explains why those are important for a functioning community

3
Student writes two responsibilities but lacks a justification of their importance for a functioning community

2
Student writes one responsibility and one justification of its importance for a functioning community

1
Student writes one responsibility but lacks a justification for its importance for a functioning community

0
Student does not participate in the writing assignment

Andrea Caffall

Design of Instruction Lesson: Day 3 Title: American symbols reflect our rights and responsibilities Utah State Core Standard: Social Studies Standard 3- Objective 1a Content Objective: Students will be able to identify how rights and responsibilities are reflected in American symbols and traditions by recalling the meaning of those symbols or traditions with 90% accuracy.

Language Objective: Through writing and discussion, students will be able to demonstrate their knowledge of how American symbols and traditions represent our rights and responsibilities as members of a community. Textual Factors/Vocabulary: right, responsibility, citizen Time: 25 minutes Supplemental Materials: PowerPoint with content about American symbols and our rights and responsibilities as citizens The American Flag by Lloyd G. Douglas White boards Dry erase markers Small pieces of cloth to clean boards Tier 2 Assessment Formative Assessment Adjustments for ELL & Exceptional Students Students will identify how American symbols and traditions reflect our During the assessment I will rights and responsibilities as members of a community both orally and in provide the same pictures I written form used during the teaching phase to help the students For this lesson I will use two ASR strategies as my formative recall the information. assessments: 1. I will use choral response to teach the content and assess the I will also increase or students informally, this will tell me whether or not they are ready decrease the time I give for to move on to the quiz or if I need to reteach some concepts. student responses based on 2. For the quiz, I will ask the students a question and they will the needs of the class.

Andrea Caffall

answer it in written form using a white board.

Andrea Caffall

Instructional Activities (Before, During, and After) BEFORE: I will begin by reviewing the content from the previous days lesson. As a class we will discuss what we learned from Getting Involved and recall why our responsibilities of obeying laws, and voting important, what would happen if we didnt obey laws and vote. Once the children have responded, I will tell them, we are going to learn more about our responsibilities and rights today, and how we can be reminded of those from our symbols and traditions. DURING: Read The American Flag by Lloyd G. Douglas, use document camera so all students can see it. Discuss how The Pledge of Allegiance is an American tradition that can remind us of our responsibilities and rights Read the objectives for the day from the PowerPoint slide. Using the PowerPoint slides, introduce new vocabulary words for the practice/modeling portion: right, responsibility, citizen Modeling and Conducting Choral Response: To introduce the students to choral responding I will tell them we will be doing something different today and I will show them how. I will read the first vocabulary word and its definition and then ask the students to read the underlined words together when I say class and point to the phrase they are to repeat. Script: I say: A right is a protected freedom (Pause) I Ask: What is a right They say: A protected freedom. I say: Correct, a right is a protected freedom, who knows what right is? Then

Tier 2 Instruction for ELL & Exceptional Students Using a PowerPoint with many pictures as well as explaining and giving examples of new vocabulary words will assist children with limited English proficiency and special needs. I will increase or decrease thinking time for student responses based on their needs and the difficulty of the question. I will reteach the concepts or practice the choral response and written response again if they need it. I will expose the students to the information and vocabulary through multiple choral responses.

Andrea Caffall

call on a student (while pointing to the underlined words) They say: A protected freedom I say: Correct, a right is a protected freedom Next, go through all the PowerPoint slides teaching the content and having the children respond chorally. Once the choral response section of the PowerPoint has been completed, and the students are familiar with the content from these slides, I will tell the students that we are going to take a quiz on what we just learned. I will have the class managers pass out the dry erase boards and markers. Modeling and Conducting Write-on Responses I will say: Now I want you to show me what youve learned. I will have a question on the board which I will read. After I ask the question, I want you to write the answer. It might me multiple choice or true or false so it is important that everyone is listening. When I say, boards up, everyone will raise their board facing me until I say to put them down. Ready, lets practice. I will use the first slide as practice, and then we will move on to the quiz.

Question
True or False A responsibility is something we shouldnt do A or BWhich flag represents strength and unity to Americans True or False A right is a protected freedom A or BWhat does the Liberty bell represent? Multiple ChoiceWhat do the thirteen stripes on the American flag represent? Multiple ChoiceWhat hand do we put over our heart when we say the Pledge of Allegiance? True or False When we say the Pledge of Allegiance, we are promising to be loyal to America

Answer
False A True A C B

True

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Multiple ChoiceWhat do the stars on the American Flag stand for? Yes or NoJohns mom buys him and his brothers each an American Flag for the 4th of July celebration. She writes their names on each flag so they can tell them apart. Is it okay that she did this? Recording Student Responses:

B No

I will have a seating chart printed and next to the students name I will number 1-9. This way I can quickly record the student response next to their name. For example: o If the majority are correct, I will only mark the incorrect responses and will note them with a o If the majority are incorrect, I will only mark those responses that are correct, noting them with a o I will keep track of three students entire responses by marking a check for correct and a minus for incorrect next to the number of the question.

Feedback: I will give immediate feedback based on student responses during both the choral response and right-on response card ASR sessions. For example: A right is a protected freedom Majority correct responses: Correct, a right is a protected freedom Some incorrect responses: A right is a protected freedom, what is a right, (call on Suzie) Correct, a right is a protected freedom Most incorrect responses: I will repeat what a right is, and explain words they arent understanding, if they continue to respond incorrectly, I will then

Andrea Caffall

reteach how I want them to respond chorally. After I have asked each question, the students have shown their response cards and I have given feedback, I will show the correct answer on the PowerPoint slide.

REVIEW & CLOSE: Once the ASR is complete I will remind the students of the objective and ask them to think about one symbol or tradition that represents our rights and responsibilities as American citizens. Then we will do a brief think-pair-share and have the student tell their neighbor, and together write a list of those symbols or traditions which reflect our rights and responsibilities. I will then tell the students that tomorrow we will be reading a Mexican folktale in groups about a boy who became a hero to others because of the way he acted.

Andrea Caffall

Design of Instruction: Lesson: Day 4 Title: A True Hero Utah State Core Standards: Reading Literature: Standard 3.3 Describe characters in a story and explain how their actions contribute to the sequence of events. Comprehension & Collaboration- Standard 3.1 b. Follow agreed-upon rules for discussions d. Explain their own ideas and understanding in light of the discussion Content Objective: Students will be able to describe a character in a story by filling out a graphic organizer that describes some of their characteristics. Language Objective: Working in small groups, students will orally explain their understanding of the character while following agreed-upon rules for discussion.

Textual Factors/Vocabulary: True hero, possession, quarreling, stumped Time: 45 minutes Supplemental Materials and Resources: Short PowerPoint to go over difficult vocabulary & objectives A True Hero by Steven Otfinoski Character graphic organizer Formative Assessment For the formative assessment the students will work collaboratively in a group and will describe a character in the book A True Hero on a graphic organizer I will use the attached rubric to assess the student collaboration Tier 2 Assessment Adjustments for ELL & Exceptional Students If the student needs help reading, I will have another peer politely help them. I will allow the students to refer back to the book to complete the written activity. I will allow students to work together to complete the first 3 sections of the graphic, and they will finish the remainder individually. Andrea Caffall

Instructional Activities (Before, During and After) BEFORE: I will begin by reviewing the previous lesson and then introduce what we will be learning today go over the objective on the PowerPoint I will then introduce new vocabulary that will be in the text and ask the students what they think a true hero is as a primer. Have them tell their neighbor I will tell the students we are going to read a book about a true hero and I want them to work together to read the book DURING: Have the students count off into 5 groups. Once they have assembled in their groups, have them begin reading the story, taking turns. The students can decide how much they will read, and everyone will then begin. (I will walk around the room at this time to conduct the formative assessment on their collaboration for the speaking and listening standard.) Have them pause after each section and discuss what each character was like. Once they have completed the book, I will have the class managers pass out the graphic organizer. As a class we will complete the first section, and then the students will complete the remaining sections independently. AFTER: Once the students have completed their graphic organizers I will ask students to raise their hand if they were the first, second, third son, or the father. Based on this information, I will re-group the students and have them share what they wrote with each other. In this way, each student will get a review of the other characters in the book. REVIEW & CLOSE: In closing I will ask the students if they believe they were polite and respectful while working in groups. I will ask them if they believe good citizens and true heroes are respectful, polite, and helpful. Finally, I will ask the student who their favorite character was and why. I will pick names on sticks to save time.

Tier 2 Instruction for ELL & Exceptional Students I will have content and language objectives in student friendly language posted on the PowerPoint slide so the students can refer back to it to stay on task I will intentionally have students with limited English proficiency sit next to a peer with higher proficiency so they can assist in reading if needed I will go over unfamiliar or difficult vocabulary words and have a brief discussion on these

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Extension: For students who finish early, they may write a sentence describing a character they didnt describe on the worksheet. If we have any remaining time this day, begin to make the puppets for the next days recounting of the story.

Graphic Organizer for Students (from Florida Center for Reading Research)

Andrea Caffall

Rubric for Lesson 4

Comprehension & Collaboration- Standard 3.1 b. Follow agreed-upon rules for discussions d. Explain their own ideas and understanding in light of the discussion Objective to assess: Working in small groups, students will orally explain their understanding of the character while following agreed-upon rules for discussion.

5
Student participates, takes turns and gains floor in respectful ways more than 90% of the time

4
Student participates, takes turns and gains floor in respectful ways more than 80% but less than 90% of the time

3
Student participates, takes turns and gains floor in respectful ways more than 70% but less than 80% of the time

2
Student participates, takes turns and gains floor in respectful ways more than 60% but less than 70% of the time

1
Student participates, takes turns and gains floor in respectful ways less than 60% of the time

0
Student does not participate or gain floor in respectful ways

Andrea Caffall

Design of Instruction: Lesson: Day 5 Title: Utah State Core Standards: Reading Literature Standard 3.2 Recount a story from a diverse culture; determine the central message, lesson or theme Comprehension & Collaboration- Standard 3.1 b. Follow agreed-upon rules for discussions d. Explain their own ideas and understanding in light of the discussion Content Objective: Students will be able to recount a story from a diverse culture, determining the central message or theme. Language Objective: Students will write a one sentence summary of the theme or central message of the story.

Textual Factors/Vocabulary: Theme, moral of a story Time: 45 minutes Supplemental Materials and Resources: A True Hero by Steven Otfinoski Puppet materials- plastic eggs, dowels, wiggly eyes, fabric and markers (drill a hole in the narrow bottom of the egg and put the dowel inside to save time) Formative Assessment Students will create a representation of a character in the book, choosing from the father, the first, second, or third son. Using their puppets, students will retell the story A True Hero and will then write the central theme in one sentence. Tier 2 Assessment Adjustments for ELL & Exceptional Students I will allow the students to use the book as a resource to create their puppets I will allow the students to ask their peers for cues or reminders while retelling their part of the story if necessary

Andrea Caffall

Instructional Activities (Before, During and After) BEFORE: I will begin with a review of the previous days lesson. We will have a brief think-pair-share discussion about their favorite part of the book. Then I will go over the objectives with the students by choosing a child from the popsicle sticks to read them from the PowerPoint slide. DURING: I will tell the students we are going to break into groups again, and I will have them count by 4 for a total of 5 groups. While the other students are moving to their groups, I will have the class managers pass out the premade kits of materials to each student to save time. Once the students have broken into their groups, I will tell them to decide together who is going to be each character from the book, choosing either the father, first, second or third son. Each person can only be one character, and each character must be chosen. I will then have them begin working on their puppets, giving them about 10 minutes to complete them. It will be critical here to have them remain on topic so I will give them directions that any talking during this time must be about the characters and the story. I will give a three and one minute warning Once the students have completed their puppets, I will tell them that they will retell the story in their own words. They may use only the illustrations in the book to help them. While they are retelling the story, I will be looking for proactive behaviors related to listening and speaking as well as accuracy in the retelling of the story. I will give about 15-20 minutes for the retell AFTER: Once the students have completed the retell, I will have them move back to their seats and we will have a brief think-pairshare discussion to determine what they think the moral or theme of the story was. I will call on 2-3 students from the popsicle sticks.

Tier 2 Instruction for ELL & Exceptional Students I will post the content and language objectives on a PowerPoint to serve as a reminder of our goal Grouping students with peers to work collaboratively will assist students with limited English proficiency as well as students with special needs Allow students to utilize the book as a resource to reference during the activity Review the main theme and difficult vocabulary words

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REVIEW & CLOSE: (Think-pair-share) Why did the father chose the third son? What did he do that was different from the other sons that made him a good citizen? Were the other sons good citizens for their actions? Why? After this we will briefly discuss ways that we can help and be respectful to everyone, including those we may not be friends with. Extension: Have the students think of a time they did something kind or thoughtful for someone and write about it or share it with their neighbor.

Rubric Part 1
Reading Literature Standard 3.2 Recount a story from a diverse culture; determine the central message, lesson or theme Objective to assess: Content Objective: Students will be able to recount a story from a diverse culture, determining the central message or theme. Language Objective: Students will write a one sentence summary of the theme or central message of the story.

2
Student orally retells the story with proficiency and accuracy and clearly identifies the moral in written form.

1
Student is developing towards proficiency in retelling stories and identifying the moral.

Andrea Caffall