SCHOOL OF EDUCATION – CLAFLIN UNIVERSITY

UNIT WORK SAMPLE GUIDELINES – EARLY CHILDHOOD & ELEMENTARY

Successful teacher candidates support learning by designing a Unit Work Sample that employs a range of
strategies and builds on each student’s strengths, needs and prior experiences. Through this performance
assessment, candidates provide credible evidence of their ability to facilitate learning by meeting the following
standards:

➢ The candidate uses multiple assessment strategies and approaches aligned with learning goals to
assess student learning before, during and after instruction.

➢ The candidate designs instruction for specific learning goals, student characteristics and needs, and
learning contexts.

➢ The candidate uses regular and systematic evaluations of student learning to make instructional
decisions.

➢ The candidate uses assessment data to profile student learning and communicate information about
student progress and achievement.

➢ The candidate reflects on his or her instruction and student learning in order to improve teaching
practice.

The candidate will create a Unit Work Sample to demonstrate its impact on student learning. The attached
template, which consists of several components, should be used to fulfill this requirement. Attach samples of
student work as an appendix.

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 EDUC 450: PROFESSIONAL CLINICAL PRACTICE

SCHOOL OF EDUCATION – CLAFLIN UNIVERSITY

UNIT WORK SAMPLE TEMPLATE – MIDDLE LEVEL EDUCATION

Section I:

Candidate: Curtis Patterson III Cooperating Teacher: Mrs. Hailey Academic Year: 2017-2018

District: OCSD 5 School: William J Clark Middle School Grade Level: 8th

Subject: ELA Dates of unit: from February 5, 2018 to March 1, 2018

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.

In this particular class, there are 18 students; 7 of them males, and the other 11 are females. There are no
students in this class who have an IEP or 504, and no learning disabilities have been identified. Though
majority of the students are African American, there is one student who is Caucasian. Overall, the
socioeconomic status is below poverty, which may play an impact on learning and/or performance. Many of
these findings were made through simple observations and interactions with my students. Additionally, I
was able to get clarification on student demographic and disabilities by accessing the online records
available to my cooperating teacher.

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, there are 18 students in this class who I will teach during my Analyzing Drama Unit.
Majority of my students derive from African American households with similar, but not identical,
backgrounds, ideals, and norms. Additionally, I have a student who identifies as Caucasian, who brings
her own sense of culture and social norms, which adds to the diversity of the classroom. This information is
crucial to my unit because these students come from diverse backgrounds and have varied learning styles.
Furthermore, according to MAP testing data found on NWEA, many of the students possess scores that
are below average. Only 1:6 students have scores that are proficient. This information is important
because I have to adjust my lessons and teaching strategies to accommodate the students’ ability levels,
interests, and prior knowledge. These problems may affect my instruction; however, I will modify my
lessons as necessary to prove successful.

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Section IV: The Unit Plan

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

Correlated
Unit Objectives Standards/Expectations

ELA – 1: 80% of students will be able to determine one or more of the novel’s themes and MC.6.1 - Determine one or more
adequately analyze the development and relationships between characters over the course themes and analyze the
of the text.
development and relationships to
character, setting, and plot over
the course of a text; provide an
objective summary.

2: 80% of students will be able to analyze how dialogue and other events reveal MC.8.1 Analyze how dialogue
aspects of a character. and/or incidents propel the action,
reveal aspects of a character, or
provoke a decision; determine the
impact of contextual influences
on setting, plot, and characters.

Section IV B: Instructional Plan

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.

SUBJECT: English Language Arts Unit Title: Analyzing Drama Length:

Instructional Plan for the Unit

Unit Objective
Activities/Strategies/Materials/Resources Timeline Number(s)
5 Days 1
Daily Starter: Students will be presented with a short passage and will be required to
read and determine one of the themes while providing supporting details. (either
using PowerPoint or USA Test Prep)
1 Day 1
Presentation (Direct Instruction): Students will view a PowerPoint presentation that
reviews what theme is and how the reader can establish what the theme is.
Guided Practice: (Class Reading) Students and teacher will read Nothing but the 10 Days 2
Truth by Avi, stopping periodically to discuss the characters’, analyze them, and
establish possible themes.

Independent Practice: Students will complete worksheets on theme and 4 2

characterization in class and periodically for homework.

Students will continue to review SC Ready like passages on USA Test Prep. 2 2

Assessment based on the specific standards discussed in Nothing but the Truth 1 2

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Reflect on the instructional plans for the units: 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.

The instructional plan for this unit sets forth a balance between grade-level academic standards and expectations and the
needs, abilities, and developmental levels of individual students. The standards and indicators are set forth by the OCSD 5
pacing guide. The time frame allotted to teach each standard allows for students on various developmental levels to
comprehend the content in the amount of time given to ensure mastery. Once each standard is taught, they are then spiraled
throughout the remainder of the year. There are times when students will have bell ringers on previous standards. This
method is chosen to keep students acclimated to using specific skills acquired through the standard. While students
complete independent practice assignments, I will walk around the classroom to check thought processes as well as check
for understanding while working independently. To accommodate students with lower reading and ensure that the class
remains on schedule. For student who are continuously not grasping and comprehending the content, I will set up small
group sessions to at least achieve near mastery.

Section V A: Unit Assessments - List the key unit assessments.

Type of Assessment
(Check one for each assessment)
Key Unit Assessments Teacher-Made Commercially
(A copy of each teacher Available
made assessment must be
attached to this plan.)

ELA: Nothing but the Truth Common Assessment ☒ ☐

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 assessment is valid and reliable because the questions directly correlate to specific standards and skills covered in the
lessons. Furthermore, I am certain that though the questions will be in reference to other characters and stories, but they will
still hit on the same standards. Although I would like to add more open response questions and add more variability period, I
understand that many of my students are still managing to grasp initial concepts. Therefore, this test is multiple choice to
assess the lower levels of thinking. Additionally, this is the most common type of question they will see on SC Ready.

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

Assessments Accommodations Evaluation Criteria

ELA A- 100 - 90
Unit Objective 1: B- 89 – 80
C- 79 – 70
• MC.6.1 - Determine one or more themes D- 69 – 60
and analyze the development and
F- 59 – 0
relationships to character, setting, and plot
over the course of a text; provide an
objective summary.

Pre-Assessment(s)

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• Daily Starter (Theme)
• USA Test Prep Review

Formative Assessment(s)
• Classwork/Homework

Summative Assessment(s)
• Nothin but the Truth Common
Assessment
ELA A- 100 - 90
Unit Objective 2: B- 89 – 80
C- 79 – 70
• MC.8.1 Analyze how dialogue and/or D- 69 – 60
incidents propel the action, reveal aspects
F- 59 – 0
of a character, or provoke a decision;
determine the impact of contextual
influences on setting, plot, and characters.

Pre-Assessment(s)
• Daily Starter (Characterization)
• USA Test Prep Review

Formative Assessment(s)
• Classwork/Homework

Summative Assessment(s)
• Nothin but the Truth Common
Assessment

Section V C: Data Analysis: 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.

The pre-test results were gathered after the daily starter and prior to beginning the lesson. I knew that many
students were familiar with theme, as well as (direct) characterization. A few even admitted that they had been
taught but were not sure as to find each within various passages. The students produced moderate scores,
however, many understand that there is plenty of room for growth and improvement. The results of three
students are listed below:

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 Williams Garvin Perry

Section VI: Analysis of Student Learning)

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.

(3) For each visual representation, (3) provide a descriptive narrative that summarizes your analysis of student progress and
achievement.

(4) Finally, explain the ways in which you have assigned student grades (or other indicators of student performance), and
what were the overall results?

(5) Based on the overall results, 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.

(7) Provide evidence to support the impact on student learning in terms of the number of students who achieved and make
progress toward the unit objectives.

The information gathered from this unit helps me better understand my student’s capabilities. I now know that each of the students are
capable of showing their best work. Students learned proper skills for identifying theme and characterization and displayed their
understanding on the assessment. Students who did not perform well and struggled were typically not focused. It is clear to see which
students are intrinsically motivated and those who lack ambition. I can motivate all students by reminding them that they are preparing
for the SC Ready exam and also by praising them, when necessary.

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Section VII. Reflection and Self-Assessment

(1) Reflect on and describe the relationship between your students’ progress and achievement and your teaching
performance.

(2) If you were to teach this unit again to the same groups of students, (2) what, instructional decisions would you make to
improve your students’ performance? What specific aspects of the instruction need to be modified?

(3) What activities were successful? Which were unsuccessful? Give reasons based on theory or research as to why you
believe the activities were successful or unsuccessful.

I believe that during this unit, I was confident and effective in teaching my students. My confidence rose upon seeing the confidence in
many of my students, and receiving their actual test scores. Students performed well on both standards taught, and I believe they did
so because each standard is covered pretty well in the novel discussed, and I did a thorough job providing other examples in various
types of passages. Students were given adequate practice time, both with me and independently to ensure that they mastered the
skills. If I were to teach this lesson again to the same group of students, I would make sure my directions are more explicit so that
students can understand me directly and what is expected of them. I would also try to establish more methods of reaching and
motivating my less ambitious students.

Section VIII: Sample Work (Attach)

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 EDUC 450 UNIT WORK SAMPLE SCORING RUBRIC SCHOOL OF EDUCATION

COMPONENT TARGET (3) ACCEPTABLE (2) UNACCEPTABLE/DEVELOPING (1) SCORE

DESCRIPTION OF STUDENTS

Description of Students Describes students in-depth according to

ability, disabilities, ethnicity/race, Describes students according to some Does not include at least three (3) types of
socioeconomic status, student interests and differences, lists at least 4 factors that could descriptions; displays minimal understanding
ACEI 3.1 other relevant school factors that could impact student learning of addressing a variety of student needs.
NAEYC 1a impact student learning; list 5 or more factors.

Contextual Factors – Uses substantial information from

collaborating with Uses adequate information from the
descriptions of the students to select Fails to use the information from the
descriptions to select standards to meet
others and sources of standards to meet students’ individual
students’ differences and plan instruction
descriptions to plan instruction and
information differences and plan instruction and assessments to meet the needs of students
and assessments
assessment
ACEI 3.5/NAEYC 5c
Contextual Factors
Data is collected from multiple sources, Uses at least three (3) types of sources to Uses only one data source (records) to set
including verbal, nonverbal and media, etc. collect data standards and plan assessments
ACEI 3.5/NAEYC 3b

Contextual Factors Displays an understanding of the importance Selected sources show the importance of
Shows little or no importance of collaborative
of collaborative relationships with families, collaborative relationships with families,
relationships with families, school colleagues,
school colleagues and agencies in the school colleagues, and agencies in the
ACEI 5.2/NAEYC 2c and agencies in the community
community. community

Overall Rating
UNIT PLAN
Objectives All objectives are thorough, significant and Objectives are challenging and are clearly
challenging, and are clearly stated and stated and correlated with the SC State Objectives are not given; standards are used.
ACEI 3.3/NAEYC 5b correlated with the SC State standards standards

Objectives Objectives are appropriate for the Objectives are appropriate for the
development, prerequisite knowledge, development, prerequisite knowledge and Objectives are not given; standards are used.
experiences, diversity, and other student experiences, but are limited in diversity or
ACEI 3.2/NAEYC 5c needs other student needs.
Objectives All objectives contain performance, products, Objectives are measurable, containing 2-3
Objectives are not measurable.
ACEI 3.2/NAEYC 5c conditions and criteria components components

Overall Rating
Alignment with Plans to assess each objective domain through Plans to assess most of the objectives Does not plan to assess the objectives
Learning Objectives the assessment plan. through the assessment plan. through the assessment plan

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 and Assessment
ACEI 4.0/NAEYC 3b
Alignment with
Most assessments are congruent with the
Learning Objectives All assessments are congruent with standards, Assessments are not congruent with the
standards, content, but have limited
and Assessment content and cognitive complexity. standards, content, or cognitive complexity.
cognitive complexity.
ACEI 4.0/NAEYC 3b
Overall Rating
Content is paced that it is covered in the
Instructional Plan All content is paced and sequenced so that it The content is not paced and sequenced so
allotted times, but there are some
NAEYC 5c is covered in the allotted time that is covered in the allotted time
sequencing issues

Instructional Plan All standards thoroughly display knowledge, Standards are inclusive of knowledge, skills Standards are not inclusive of knowledge,
NAEYC 5c skills and dispositions and dispositions skills, and dispositions

Instructional Plan 3 or more activities relate to real world Activities do not relate to real world
2 activities relate to real world experiences
NAEYC 5c experiences experiences
The instructional plan aligns with the
Instructional Plan The instructional plan aligns with the The instructional plan does align with the
objective(s) for at least two or more content
NAEYC 5c objective(s) for each content area. objective(s) for any of content areas.
areas.

Overall Rating

Selection of Strategies Uses and justifies a variety of strategies to Uses a variety of strategies to teach students Uses less than three (3) strategies; does not
for Varying Levels teach students on varying levels, including on varying levels, including activities that accommodate the varying levels of students
activities that require students to think require students to think critically and solve or activities that require students to think
ACEI 3.3/NAEYC 4b;4c critically and solve problems. problems. critically and solve problems.

Design for Instruction Designs most of the instruction using the Attempts to design the instruction using the
Designs instruction for specific learning
standards, but fails to use students’ standards, but the attempt lacks congruency
standards using students’ characteristics and
characteristics and needs for learning and fails to use students’ characteristics and
ACEI 1.0/NAEYC 5c needs for learning contexts.
contexts needs for learning contexts.

ASSESSMENTS
Knowledge of Students’
Displays general understanding of students’
Skills and Prior Displays specific understanding of students’ Displays no understanding of students’ skills
skills and prior learning that affect
Learning skills and prior learning that affect instruction. and prior learning that affect instruction.
instruction.
ACEI 3.1
Multiple Assessment
All informal assessments are completely Informal assessments are aligned to
Modes aligned to the objectives adequate portions of the standards
Does not use informal assessments
ACEI 4.0/NAEYC 3b

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 Multiple Assessment
All formal assessments are completely aligned Formal assessments are aligned to adequate
Modes/NAEYC 3b to the objectives portions of the standards
Does not use formal assessments
ACEI 4.0/NAEYC 3b
Multiple Assessment
Uses more than one (1) authentic assessment
Modes type
Applies an authentic assessment type Does not use authentic assessments
ACEI 4.0/NAEYC 3b
Multiple Assessment
Uses more than one (1) l performance tasks Uses a performance task(s) but does not use
Modes and includes the scoring rubric a scoring rubric
Does not use performance tasks
ACEI 4.0/NAEYC 3b
Multiple Assessment
Modes Plans substantially for student reflections Plans adequately for student reflections Does not plan for student reflections
ACEI 4.0/NAEYC 3b
Overall Rating
Validity of Assessments
All assessments are valid Most assessments are valid Assessments are not valid
ACEI 4.0/NAEYC 3b
Validity of Assessments All items or prompts are clearly written and Items or prompts are clearly written, but
Items or prompts are not clearly written
ACEI 4.0/NAEYC 3b correct exhibit minimal errors
Validity of Assessments All directions and procedures are clearly Directions and procedures are clearly Directions and procedures are not clearly
ACEI 4.0/NAEYC 3b written and correct written, but exhibit minimal errors written

Overall Rating
Scoring Procedures
Thoroughly, but succinctly, explains the Adequately explains some of the scoring Fails to explain the scoring procedures for
Explained(Eval. Crit) scoring procedures for all of the assessments procedures for the assessments any of the assessments.
ACEI 4.0/NAEYC 3b

Analysis of Student Uses assessment data using graphs, charts, Provides an appropriate summary of Makes an inadequate attempt to summarize
tables, etc., to profile student learning and assessment data to explain student learning or display student learning and communicate
Learning communicate information about student and communicate information about information about student progress and
ACEI 4.0/NAEYC 3b progress and achievement. student progress and achievement. achievement.

Interpretation of Data
Thorough and accurate interpretation is An adequate interpretation is provided;
and Student Learning provided contains few errors in accuracy
Interpretation is not accurate
ACEI 4.0/NAEYC 3b
Interpretation of Data
Meaningful, appropriate, and data supported Meaningful and appropriate conclusions are Conclusions are not meaningful or supported
and Student Learning conclusions are drawn drawn with limited inclusion of data by data
ACEI 4.0/NAEYC 3b
Interpretation of Data Provides generalized hypotheses for why
Provides relevant and detailed hypotheses for Does not provide hypotheses as to why the
and Student Learning all achieved and unachieved learning goals.
students met or did not meet the learning
students did not meet the learning goals
ACEI 4.0/NAEYC 3b goals

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 Overall Rating
Instructional Decision- Provides no evidence of using an analysis of
Uses ongoing analysis of student learning to Uses intermittent analysis of student
making make instructional decisions. learning to make instructional decisions.
student learning to make instructional
ACEI 4.0/NAEYC 3c decisions.

Effective Instruction
Identifies successful and unsuccessful Identifies unsuccessful and successful Does not identify successful or unsuccessful
and Assessment activities and assessments activities , but not assessments or vice versa activities or assessments
ACEI 4.0/NAEYC 3c
Effective Instruction Provides plausible reasons (based on theory Provides plausible reasons to support why Does not provide reasons to support the
and Assessment or research) for both the success and lack activities and assessments were either success or nonsuccess of activities or
ACEI 4.0/NAEYC 3c thereof successful or not successful assessments

Overall Rating
Impact on Student Includes substantial evidence of the impact on Includes adequate evidence of the impact on Includes incomplete or no evidence of the
Learning student learning in terms of the number of student learning in terms of numbers of impact on student learning in terms of
students who achieved and made progress students who achieved and made progress numbers of students who achieved and made
ACEI 4.0/NAEYC 3b toward the unit objectives toward the unit objectives progress toward unit objectives

Clarity and Accuracy of Is easy to follow and contains no errors in Is easy to follow and contains minimal errors Is easy to follow and contains numerous
Presentation/NAEYC 6b conventions or grammar usage. in conventions or grammar usage. errors in conventions or grammar usage.

Reflection/Self
Reflects comprehensively on his or her Reflects adequately on his or her instruction
Evaluation Reflects, but does not adequately support
instruction and student learning in order to and student learning in order to improve
ways to improve teaching practice.
improve teaching practice. teaching practice.
ACEI 5.1/NAEYC 4d
Ample student work attached Appropriate student work attached No student work attached
Student Work
TOTAL POINTS
Target/Exceeds (3) Acceptable/Meets (2) Unacceptable/Developing (1)

Candidate demonstrates all of the attributes of the Candidate demonstrates most of the attributes of Candidate demonstrates a limited amount of the
standard. Performance clearly indicates that the the standard. Performance indicates that the attributes of the standard. Performance indicates
competency has been mastered, including competency has been demonstrated including that few competencies have been demonstrated.
examples, extension, and enrichment. examples, extension, or enrichment.

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