Eclark Psu Teacher Work Sample A

PSU
TEACHER WORK SAMPLE

TEMPLATE
Your First and Last Name: Erica Clark
Date Submitted: 4/23/18
District where you completed

Nevada R5
the TWS:
Name of School Building

where you completed the Nevada Middle School
TWS:
Content Area of your TWS: English Language Arts
TWS Unit Topic:

Scary Story Unit – Horror Genre
Grade Level of the

Classroom / Students in
8th Grade
Which the TWS Unit Was
Completed:
Pittsburg State University Teacher Work Sample 1

I. Contextual Information and Learning Environment Factors
A. Narrative General Contextual Information for Community, District, and School

Population Change Since 2010. Over the period from 2010 to 2013, Vernon County's population decreased by 210, going from 21,159 in 2010 to 20,949 in
2013. This was a change of -1.0 percent, compared to a 0.9 percent change for the state.
Age. In 2013, an estimated 17.4 percent of county residents were 65 and older compared to 15.0 percent statewide. At the same time, the Census Bureau estimated
that young people (under 18) made up 24.5% of the county's population, compared to 23.2% for the state.
Racial Diversity. The 2013 vintage estimates from the Census Bureau indicate that 96.2 percent of the population in the county was White (20,145 persons), while
the estimated Black population was 154 (0.7%). The same set of estimates indicated there were 148 Asians (0.7%) and 167 American Indians (0.8%). (These are
all "race alone" figures.) Hispanic is not considered to be a race by the Census Bureau/OMB, but rather a separate ethnic category. In 2013, an
estimated 412 Hispanic persons (2.0%) were living in the county, compared to a statewide figure of 3.9%.
Households and Families. There were 8,078 households in the county according to the 2010 decennial census. Of these 5,292 were classified as family
households (65.5%), compared with 65.1% for the state. More specifically, 18.9 percent of Vernon County households were "traditional" families (married
couples with children under 18), which compared with 18.9% of all households in the state. The 530 single mothers accounted for 6.3% of all households in the
county, compared to 7.1% in the state.
Incorporated Places of Residence. Sub-county estimates for 2013 indicate that 39.5 percent of the county's population lived in incorporated places of 2,500 or
more. Those living in smaller places (i.e. cities) accounted for 8.6 percent of the county's population, with 51.8 percent living in unincorporated areas.
Income and Poverty per ACS. (All $ figures are in 2012 dollars.) The median household income for the county is $40,820. This is 11.4% below the statewide
median of $46,068. The median family income for the county is $49,876. This is 14.1% below the statewide median of $58,060. 4,132 persons in the county had
incomes below the federal poverty level; the poverty rate was 20.6%. For children under 18 the rate was 31.9. This compares to a statewide overall poverty rate
of 15.7% and a child poverty rate of 21.8%.
Unemployment / Jobs by Sector. The November, 2013 unemployment rate (per the Bureau of Labor Statistics, preliminary and not seasonally adjusted)
was 4.9 percent, compared with 5.5% statewide and5.5% a year earlier.
According to Bureau of Economic Analysis (BEA) estimates, in 2012 there were 10,678 jobs in Vernon County. Farm employment accounted for 12.7 percent
of the total jobs (1,358). Other sectors with significant employment included:
 Local government ( 1,262)

 Manufacturing ( 1,092)
 Retail Trade ( 1,073)

 Other services, except public administration ( 588)
Educational Attainment. The latest ACS estimates show that of residents aged 25 and over about 21.5 percent (3,011) were college graduates, compared to.
Percent statewide. An additional 2,755 had some college education (19.7%) compared with 22.8 percent of all Missourians (over the age of 25.)
Families and Children.
 In 2012, 54.7 percent of children in Vernon County were enrolled in the free and reduced lunch program, compared to 49.4 percent statewide.
 Kids Count Indicators show that 7.1 percent of the infants born over the period from 2008 to 2012 were low birth weight infants. The number of births to
teenage mothers was 42.6 per 1,000 girls, compared to 32.2 statewide.
 The 2013 annual Kids Count report had Vernon County ranked 75 out of 114 counties + St. Louis City in the state based on an array of child well-being
indicators.
SOURCE: Social and Economic Indicators for Vernon County, Office of Social and Economic Data Analysis, 2016,
http://mcdc.missouri.edu/webrepts/countypage/29217.html
Table 1.1 Class Contextual Information

Grade level __8____ Content area (e.g., mathematics) ___ELA_______ Topic (e.g., geometry)____Short Scary Stories______
Age range of students ____13-14______ Number of male students _____12____
Total number of students __22________ Number of female students ___ 10____
Percentage of students receiving free lunch __N/A_____ Percentage of students receiving reduced lunch__N/A_________
[if free/reduced lunch information not available for class, provide school percentages]
Area in which students live (check all that apply) Urban _____ Suburban __X___ Rural _X__
Ethnicity of students (give numbers) ______ African American or Black ______ Hispanic or Latino
______ Native American/Alaskan Native __22__ White
______ Asian or Pacific Islander ______ Other (specify) __________
Language proficiency of students (give __22__ Fluent English Proficient ___0__ English Language Learners
numbers)

Identified special needs categories _______ Specific Learning Disability _______ Speech/Language Impaired
represented (give numbers) _______ Hard of Hearing _______ Visually Impaired
_______ Deaf _______ Orthopedically Impaired
_______ Deaf-Blind _______ Emotionally Disturbed
_______ Other Health Impaired _______ Autism
_______ Multiple Disabilities _______ Mental Retardation
_______ Brain Injury _______Gifted
_______ Established Medical Disability (0-5 yrs.) _______ Developmentally Delayed
_______ At risk for developmental disabilities _______ Other (Specify) NONE__________
Subgroup Selected (describe the group): The students selected have a classroom history of not putting forth their best effort in class.
They fail to turn in assignments, and if they do turn the assignments in, they are late. They struggle to use their time wisely in class, which
is a big reason why they fail to complete their work on time. These students do not willingly participate in class discussions or activities.
They struggle staying on task and following instructions on assignments. This is a group of students who are very capable of succeeding in
school; however, their lack of motivation and effort cause them to struggle academically in class. These students are ones who scored
below basic on the Missouri State Assessment.
Rationale for Selection: These students were selected to monitor and evaluate effectiveness of instruction with an ultimate goal of
improving not only their foundational knowledge, but also improve their performance and participation in class.
Provide appropriate charts/graphs to display demographic data for district, school, and classroom in Appendix A.
Table 1.2 Student Characteristics for Whole Class

Student Characteristics Specific Descriptions
Intellectual Characteristics This class contains a mixture of academic learners. There are 9 students who earned a “A” at the end of the first
- Including readiness, semester, 8 students who earned a “B” at the end of the first semester, and 5 students who earned a “C” or lower on
cognitive abilities, learning the letter grade scale. This specific class does not contain students who have an IEP or 504. There are quite a few
needs, developmental levels, students in this class period who have no trouble staying on task and are consistently engaged throughout the entire
etc. class period; however, there are multiple students who struggle with staying on task and becoming engaged during
the class period. There are also a couple students who have attendance issues which causes them to miss valuable
class time. This class is really just a quiet group of students who require extra motivation to get involved in
classroom discussions and ask questions.
Previously demonstrated

academic performance/ 18% of the class achieved scores above the standard on the Missouri State Assessment ELA test for the previous year,
ability: while 68% of the class met the standard, and 14% of the class fell below standards.
% Above standard _18%_
% Meets standard _68%_
% Below standard _14%_
Social Characteristics The class as a whole is quiet group of students. Each student has their own personality that contributes to the
- Including emotional, classroom atmosphere during this class period. There is a group of three boys who have witty personalities which
attitudinal, motivational, etc. sometimes causes disruptions during class time with their quirky remarks; however, they are not outright
disrespectful. They are easily swayed back on track. The seating arrangement recognizes this as they are not grouped
together. There are roughly four students within this class who are rather disrespectful as they complain often about
assignments and have trouble staying on task. Positive reinforcement helps them because they tend to be discouraged
easily. Additionally, there about three students within the class who are extremely distant and appear to be on task but
have a tendency to not complete assignments. These students need additional support and motivation throughout each
class period.
Personal Characteristics This class contains a wide variety of students. There are some athletes, band members, and some students who do not
- Including physical, social, participate in any activities. There are a handful of students who applied for Accelerated English because they enjoy
individual experiences, the content and class but, unfortunately, they did not meet the requirements. They enjoy reading and excel within the
talents, language, culture, class. However, there is also a group of students who struggle with homework or just do not enjoy ELA. It is believed
family and community that their home lives are a big contribution to this emotion towards this class for multiple different reasons, whether it
values, etc. be their parents work night shifts or they have a lot of responsibilities at home. There is also a student who believes
she is moving to another state. Her journal entries revealed how she is not happy about this move. She started to not
participate in class activities and began to fail at turning in classwork or assignments. After a brief one-on-one
conversation with her that revealed an interest in her life, she has started to put in more effort with a slightly more
positive demeanor.
B. Narrative: Implications for Whole Class Instruction Based on Information from Table 1.2 (limited to 1 page)
At the beginning of each class period, I discuss what we are going to do that day. I keep an agenda on the white board, as well as the smart board.
This is helpful to students who sometimes struggle actively listening or for those who struggle staying on task. Due to the amount of students who do
struggle staying engaged and on task during class, I tend to walk around a lot so that I can observe and monitor all students as they work. This helps
keep everyone on track with what they are working on. Additionally, I like to engage the class in discussions. I will call on students who raise their
hands, but I will also call on students who do not. This allows all students the opportunity to participate and become engaged, especially those who
are too shy or hesitant to raise their hands. This is a technique that helps ensure all students are participating and actively engaged with class lessons.
C. Sub- Groups/Students Information

Describe this
Why was this
subgroup/student
subgroup/student What was learned about this subgroup/student?
using information
selected?
from Table 1.1
This group contains These students were Intellectual
females and males. selected to monitor These students are underperforming in class. I do not believe they lack the intelligence to
None of these students and evaluate succeed; rather, they lack focus, perseverance, and self-discipline due to failure to complete and
turn in assignments resulting in consequences that reflect on their grade, as well as the lack of
have an IEP or 504. effectiveness of effort put into the assignments being completed.
These are a combination instruction with an
SUBGROUP of students that contains ultimate goal of Social
or students who scored improving not only These students are well-behaved in the classroom. They are quiet and keep to themselves for the
FOCUS below basic on the their foundational most part. They do not appear to have close friends in this classroom, as they are never seen
socializing with their classmates more than necessary before, during, or after class. They seem
STUDENT Missouri state knowledge, but also
rather disengaged from the class as a whole, which could be due to multiple reasons.
assessment, as well as improve their
students who performance and Personal
The majority of this group live in split homes, aside from one student whose dad is still gone
consistently carry a low participation in class. most of the time because he is a truck driver. These students struggle in most of their core
grade in ELA. courses which is evident from their current and previous grades. One student from this group is
seen by many teachers roaming around town on his bicycle alone. These students all have fairly
good attendance, they do not miss school excessively enough to raise concern.
Intellectual
This student is intelligent. However, she rushes through assignments and is very disconnected in
class. She wants to be the first student done with the assigned task. She does not put in any kind
This student scored This specific student of effort when completing activities, assignments, quizzes, or tests. If she finds something too
lowest on the Pre- was selected due to challenging, instead of asking for some extra guidance she will just not complete the assignment.
Assessment. their performance This student scored on the level of proficient on the Missouri state assessment.
SUBGROUP level, as well as their Social
or This student is rather distant from everyone in her class. The expression on her face makes her
unique home life. appear agitated about something constantly. I have not seen her laugh or smile. When working
FOCUS with partners, she often heaves a sigh and will hardly communicate with her partner.
STUDENT
Personal
This student is struggling with a personal issue. She once wrote in her writer’s notebook that she
is moving to Oklahoma. She stated that she does not want to move, especially when she will be
beginning high school next week. She stated that she is mad at her dad for making them move
away from her friends and family. I believe this is why this student’s attitude is so bitter towards
school, friends, and teachers.
D. Narrative Implications for Sub-Group’s/Focus Student’s Instruction (limited to 1 page)

The overall purpose is to increase the sub-group and focus student’s performance in class by guiding them to develop a stronger content knowledge, as well as a

stronger willingness to put forth more effort while participating in class activities and assignments. I believe that this can be accomplished by increasing the
amount of conference time with the students and establishing a better relationship with them so that they may be encouraged more in a way that allows the students
to become more engaged and put forth effort in class discussion, activities, and assignments.

II. Instructional Design
A. Narrative Description of Range of Objectives and Rationale for Selection

Students will complete a bell work activity almost every day in order to help get them engaged at the very beginning of class while still enhancing or learning
skills that will help them throughout this unit. The purpose of the scary story unit is to not only get students interest and engaged, but also to allow them the
opportunity to explore, identify, and discuss story structure, vocabulary, as well as literary devices, techniques, and elements. Students apply this knowledge as
they create their own scary stories. This unit also allows students to develop critical thinking skills as they make inferences, predict, and reflect on a piece of
literature. They also have the opportunity to learn about the author of a text so that they may understand the purpose of the author’s writing.
B. State Objectives Here:
Obj. # Unit Objectives Level(s)

(e.g. Bloom’s
Taxonomy)
1 Students will be able to use precise words and phrases, relevant descriptive details, and sensory language to Application
capture the action and convey experiences and events.
2 Knowledge,
Students will be able to use verbs to achieve particular effects (e.g., emphasizing the actor or the action;
Comprehension,
expressing uncertainty or describing a state contrary to fact)
Application
3 Knowledge,
Students will be able to use visual and textual evidence to draw an inference or prediction from the text. Comprehension,
Application
4 Students will be able to determine the meaning of words and phrases as they are used in a text, including Knowledge,
figurative and connotative meanings. Analysis
5 Analysis,
Students will learn to identify context clues and use them to determine word meaning Application,
Evaluation
6 Knowledge,
Comprehension,
Students will be able to define, recognize, and identify the specific purpose of (a) literary term(s).
Application,
Evaluation
7. Students will be able to utilize different forms (newspaper article, comic book strip, Poetry) to convey Synthesis
biographical information. Evaluation

8. Comprehension
Students will be able to take the story's events and place them onto a plot diagram
Application
9. Students will be able to analyze, interpret, and/or discuss a literary text (plot structure, perspective, point of Analysis,
view and mood/tone of the narrator and how it effects the reader). Synthesis
10. Knowledge,
Students will be able to determine the type of conflict in the story and how/if it can be resolved. Comprehension,
Application
Knowledge,
11. Students will be able to revise and edit their writing piece using the elements of revision and editing. Application,
Evaluation
C. Identify State Standards – Benchmarks Addressed by Unit Objectives

8.RI.1.A - When forming answers, students should provide attribution or make reference to the text/source from which the supporting evidence was found.
8.RI.1.A – Students should make logical assumptions about information not directly stated in text, draw logical conclusions supported by textual evidence, and
make logical predictions based on the textual evidence.
8.RL.2.D – Students should be aware of the literary elements, structures, devices, and techniques used that enhance understanding and appreciation of the piece of
writing.
8.RI.3.A – Students should use a channel or system of communication, information or entertainment; varied ways for authors/creators to share ideas and messages
with readers and/or viewers.
8.RI.2.B – Students should be able to identify in literary text the point of view/perspective of the narrator (how the narrator perceives what is happening in the
story).
8.RL.2.A – Students should be able to identify how literary texts typically have literary elements such as characters, setting, problem/solution and plot that are
organized to allow the series of events to unfold in a dramatic way. Events may unfold in sequence, or events may be presented out of order via the use of
flashbacks or visionary experiences.
8.RL.1.C – Students should be able to identify how visual elements such as illustrations, graphs/charts, maps, photos, clip art, etc., are used by
authors to help clarify ideas, allow the reader to follow the argument, share information or provide data. In some texts, visual elements present
information that is not found elsewhere in the text and must be carefully analyzed in order to gain full understanding of the text as a whole.
8.W.2.A – Students should identify and use the steps taken to compose and publish a piece of writing.

Students in this class took a Pre-Assessment on the first day the Scary Story Unit. This Pre-Assessment was designed to assess their
Pre-Assessment: previous knowledge on literary devices, use of context clues, and vocabulary. This assessment was only graded on completion of the
task.
T Lesson Formative
Instructional Activities/ Describe Specific Adaptations/
Lesson Date R Objecti Assessment
Strategies Differentiation
I ve(s) (formal/informal)
The class period began with students taking
the Pre-Assessment. The test was taken
online using Google Forms. This form was
attached to Google Classroom, which
students accessed on their Chromebooks.
This Pre-Assessment took about 15 minutes
for all of the students to complete. Students The Pre-Assessment was not adapted, as they were
read their AR books as they waited for other all identical. However, in order to not overwhelm
students to complete. Once all students were students who typically tend to feel discouraged or
completed, I handed out a new handout, who are not motivated, I split the tests into sections
“Literary Elements Notes”. Students added to help keep their focus on either literary devices or
1 2/19 T, R, I 3,6
the definition for Inference to their notes. I
Formal
vocabulary. For the inference activity, I paired my
then passed out another handout, “Making unmotivated students together so that they would be
Inferences”, to all of the students. Students engaged while finishing the task. I also set a timer to
were then split up into assigned groups of 2- help keep them on task.
3. We practiced making an inference to a
scenario as a class, then students were
instructed to work together making
inferences in regards to the remaining 9
difference scenarios. Once students
completed, we went over the answers
together as a class.
Students began the class period with their
“Bell Work” which was to examine a picture
displayed on the smart board. This picture
was pulled from a short scary the students
were getting ready to read, but they did not
know that. Students were instructed to use
only the evidence in the picture to infer
what is happening. They were to explain
what they were seeing using specific details,
as well as defend the inference they are
making. Once they completed this activity,
they were instructed to underline the verbs I set a timer for the bell work to help keep students
they used in their paragraph. Next, students on task and give them a deadline for completion.
were instructed to find 2-3 vivid verbs to Instead of playing the video “Defective Detective”
replace the verbs they already have in their on the smart board 2-3 times, I uploaded it to Google
paragraph. They were able to use the Classroom so that students could watch the video as
2 2/20 T,R, I 1,2,3,6,9 thesaurus. Once they completed this activity Informal many times as possible for them to complete the
in their writer’s notebook they were to read activity. The video included subtitles for students
AR until everyone had completed. When the who are word learners. Also, the questions on the
entire class finished this activity, I handed worksheet were very specific 10 to help guide students
Pittsburg State University Teacher Work Sample
out a worksheet, “Defective Detective”. in the correct direction as they answered the
Students were to watch a short video on questions.
google classroom individually and fill out
Table 2.1 – Instructional Design – Unit Plan
T- Lesson integrates technology; R- Lesson uses reading strategies; I- Lesson demonstrates integration of content across and within content fields
Table 2.2: Narrative Description of Pre-assessment, Formative Assessments, and Summative Assessment
Which
objectives Identify how the assessment will be
Describe the assessment to be Explain rationale for choosing
II. D, H, and K does this scored and/or the criteria to be
used this assessment
assessment used for evaluation.
address?
This Pre-Assessment was posted This assessment is designed to test
Students will be given a participation
online to Google classroom. It prior knowledge of vocabulary
Pre-Assessment grade for this assessment. I will use this
contains 27 vocabulary words with words, students’ ability to use 4, 5, 6
(Diagnostic) pre-assessment as a baseline to help
context clues, as well as 10 plot context clues, as well as their prior
guide instruction on what students
structure questions. knowledge of plot structure.
Inference Scenario worksheet
The purpose of this activity is to help
containing 10 scenarios where
students understand what inferences
Formative Assessment students working with partners Students will be given a completion
are and give them an opportunity to 3, 4
- Informal could practice making inferences
practice making inferences to a
grade for this practice activity.
by choosing from 4 different
variety of different scenarios.
inferences.
Students will make an inference in
regards to an illustrated picture
from the short scary story, “The This allows students the opportunity Students will be given a completion
Monkey’s Paw” in their “Writer’s to use their critical thinking skills to grade for this activity if they wrote a
Formative Assessment
Notebook”. Their inference must expand their ability to make an 1, 3 paragraph where they made an inference
- Informal be one paragraph and must explain inference and explain their reasoning and explained their inference in their
their reasoning with details on for their inference. “Writer’s Notebook”.
how/why they infer what they do.
Students will watch a short video

called “Defective Detective”. As
students watch the video, they will
fill out the “Defective Detective This activity gives students the
Students will be given an effort and
Inference” worksheet. They are opportunity to identify how easy it is
Formative Assessment completion grade for this assignment.
going to identify what incorrect to make incorrect inferences without 1, 3
- Informal They must put in the effort to explain
inferences the detective made, as looking at all of the details and
their reasoning for their answers.
well as explain why/how he made evidence.
these incorrect inferences based on
the evidence and events in the
short video.

This assignment will be graded in class
by the students. We will discuss the
Students will take a short 5 answer in class and review the context
This activity gives students the
question quiz over a few clues used that helped in defining the
opportunity to practice using context
Formative Assessment vocabulary words from the short vocabulary words. Students must write
clues to determine word meaning, 4, 5
- Informal scary story “The Monkey’s Paw”.
while learning the definition for each
down the correct answer and underline
They will use context clues to help the context clues used. Students will be
vocabulary word.
them define the words. graded on their participation and ability
to follow directions for this assignment
during the grading process.
This purpose of this activity was to
increase their desire to read short
Students will write a one page scary stories, while building on their This assignment will be assessed using a
short scary story with a partner by abilities to cooperate with a partner, grading rubric to track the correct use of
using the setting to create a certain explore story structure, and story 5 vocabulary words, the use of three
Formative Assessment
scary or suspenseful mood in the elements. Students will also be able 1, 2, 10 vivid verbs, the use of a transitional
- Formal story while using the 5 vocabulary to apply their knowledge on their phrase, and their elaboration on the
words, 5 vivid verbs, and one new vocabulary words by using them setting to help create a specific mood for
transitional phrase. correctly, and use vivid verbs to their story.
achieve particular effects (suspense,
frightening) in their short scary story.
Students will open their “Writer’s
Notebook” up to their last writing
This activity was used to help
entry – the inference activity. They
students build on their Sentence of This assignment will be given a
were instructed to use their red
the Week skill – Comma splices. completion grade for correcting any
Formative Assessment editing pen to edit their paragraph
This allows students the opportunity 11 errors with their red editing pen, or
-Informal for any comma splices. If there is
to look through their own writing to adding a compound sentence with their
not a comma splice in their
identify comma splice errors, and red editing pen.
writing, students were to add a
edit/revise the errors.
compound sentence to that
paragraph.
This activity is used to help students
recognize the parts of plot by taking
This assignment will be graded in class
Students will fill out “The the story's events and placing them
by the students and given a completion
Formative Assessment Monkey’s Paw Plot Activity” sheet onto the plot diagram activity sheet.
6, 8 and effort grade for correcting any errors
- Informal while they read the short scary This will help increase students’
in each section of the activity sheet with
story “The Monkey’s Paw”. engagement and understanding of
their red editing pen.
the type of conflict in the story and
how/if it can be resolved.

Students will take a 10 question This quiz will assess students’
Formative Assessment multiple choice quiz over “The reading comprehension over the This quiz will be scored based on the
9, 10
- Formal Monkey’s Paw” located on google previously read short scary story correct answer from an answer key.
classroom which they will access “The Monkey’s Paw”.
using their Chromebooks.
Students will complete a
This activity is provided to students
vocabulary activity for a short
so that they may become familiar
scary story the students are
with the vocabulary words to
preparing to read, “The Tell-Tale This activity will be graded in class by
increase their knowledge on
Heart”. Students will find the the students and given a completion and
Formative Assessment unfamiliar words, promote the use of
definition and part of speech for all 4, 5 effort grade for correcting any errors in
-Informal a strategy (context clues) to help find
ten vocabulary words. They will each section of the vocabulary activity
meaning in unfamiliar words, and
also find two synonyms, one sheet with their read editing pen.
increase the likeliness of their ability
antonym, and write a sentence
to comprehend the soon to be read
using the vocabulary word as well
text, “The Tell-Tale Heart”.
as providing context clues.
Formative Assessment Students will write a life summary This activity allows students to 1, 7, 11 This activity will be graded using a
-Informal about Edgar Allan Poe. They use become engaged and hopefully grading rubric that follows the
information and facts from their fascinated about the author of “The requirements for the corresponding
notes to provide their audience Tell-Tale Heart” in order to increase format: It will be graded based on the use
with information about the life, their desire to read his work. of 10 facts, proper format, and their
works, and death of the famous Additionally, it allows students to effort put into the editing and revising
American author. They will have utilize different forms of writing that stage of the writing process.
three choices of format to choose appeals to them as a way to
from, Comic book strip, narrative synthesize and convey biographical
poem, or a newspaper article. All information.
of which must contain at least 10
facts about Poe’s life. Each format
had its own set of requirements:
Comic book: 6 frames minimum,
must include an illustrated
sequence of events, must include
captions/narration, must include
thought/speech bubbles, Must
edit/revise but only one draft
Narrative Poem: 16 lines
minimum, must contain a sound
device
(rhyme/repetition/alliteration),
must contain figurative language
(simile, metaphor, personification,
hyperbole), Must edit and revise!
Plus, make a second draft after the
edits/revisions are complete
Newspaper article: 2 paragraphs
minimum (10-12 sentences!),
Should report on strange events of
Poe's life and death, Must edit and
revise! Plus, make a second draft
after the edits/revisions are
complete
Students will make predictions This activity gives students the
while reading “The Tell-Tale opportunity to use their critical
Heart”. They will make a total of
thinking skills in order to use This activity will be graded based on
Formative Assessment four predictions based on the
questions in the text, but they must
textual evidence to draw a 1, 3, 10 completion and effort put into the activity
-Informal to answer and explain each question.
explain their reasoning for these prediction from the text while
prediction by providing an increasing their ability to
explanation. comprehend the text being read.
Students will participate in a
formal class discussion about “The
Tell-Tale Heart”. The teacher will
ask open-ended questions about
the story and the students will This activity allows students to work
This activity will be graded on an
answer and discuss among cooperatively and to question
individual scale – each student must
themselves their interpretation of intelligently and civilly in regards to
speak once by either asking a question,
Formative Assessment the story to help clear up any the statements or questions posed by
9, 10 answering a question, or provided a
-Informative questions or confusion their their classmates. This activity gives
comment in regards to “The Tell-Tale
classmates have in regards to the students an opportunity to increase
Heart”. A participation grade will be
story. Students will listen closely their understanding and
given to each student that speaks.
to the comments of others, interpretation of the read text.
thinking critically for themselves,
and articulate their own thoughts
and their responses to the thoughts
of others.
Students will take a 12 question
This quiz will assess students’
multiple choice quiz over “The
Formative Assessment reading comprehension over the This quiz will be scored based on the
Tell-Tale Heart” located on google
-Formal previously read short scary story correct answer from an answer key.
classroom which they will access
“The Tell-Tale Heart”.
using their Chromebooks.

This assessment is designed to
evaluate student learning as
This Post-Assessment was posted conclusion to the short scary story
This assessment was scored based on an
Summative online to Google classroom. It unit by assessing the students’
4, 5, 6 answer key and the scores were recorded
Assessment contains 27 vocabulary words with knowledge of vocabulary words,
as is.
context clues, as well as 10 plot students’ ability to use context clues,
structure questions. as well as their knowledge on plot
structure.
Narrative for Instructional Design

II. E.
The lessons were sequenced in this manner because it followed a natural transition from one lesson to the
next in order to meet the specific objectives. The Pre-Assessment had to come first in this unit so that the
students’ prior knowledge can be determined in order to build the lessons to meet their specific needs based
on this pre-assessment data in case lessons planned needed to be adjusted. The lessons that followed
prepared the students for each short scary story they were going to read. I wanted them to become familiar
Why are the lessons sequenced in this
with making inferences, the vocabulary, as well as the importance of the elements used and needed to create
manner? an effective short scary story. Then, the students applied this knowledge. Vocabulary was continually
introduced to students prior to each short scary story in order to help them successfully read and
comprehend what they were reading. Students worked on a different objective such as making inferences,
plot structure, synthesizing, and analyzing with each short scary story they read in order to keep students
engaged, learning, and have the opportunity to get creative. Then, objectives were assessed through quizzes,
as well as the Post-Assessment in order to establish and observe growth from the beginning of the unit.
II. F.
Multiple learning strategies were incorporated into this unit. Learning strategies such as guided practice,
What learning strategies were incorporated
individual practice, check for understanding, Socratic discussions, class discussions, visual and oral
into this unit? instructions, and partner work.
The instructional strategies and activities address the learning objectives for this unit mostly through
How do the instructional strategies/activities
scaffolding. Students were introduced to content and skills, then they practiced and applied the content or
address the learning objectives for this unit? skill, and finally they were assessed on the various objectives.
II. G.
How will critical thinking and problem
solving strategies be implemented? Give Critical thinking and problem solving strategies were implemented through predictions and discussions. A
specific examples of use. specific example is when students made predictions and supported them with evidence from the text as they
read “The Tell Tale Heart” by Edgar Allan Poe. They had to stop reading at specific points in the story and
make a prediction about the narrator and the plot. They also had to explain why they were making that

specific prediction based on a specific example within the story. This helped students enhance their critical
thinking skills and reading comprehension.
II. I.
Different reading strategies were used throughout this unit. For example, as students read “The Monkey’s
Explain the reading strategies that will be Paw” they filled out a “Plot Structure Activity Sheet” a strategy that aided comprehension of the story for
used throughout the unit. Give specific students by guiding students in analyzing the plot, characters, setting, and conflicts. Another example is
examples. (Remember that using text is not a when students had a Socratic discussion over the text, “The Tell Tale Heart”. Students were able to ask
reading strategy) questions, answer questions, and discuss different interpretations of the story to further deepen their
comprehension of the text.
Technology was used every day by the teacher through the use of the Smart Board. The lesson plan and
instructions were always displayed on the smart board which allowed the students an opportunity to remain
How will technology be integrated within the engaged and on task at all times while their instructions were displayed in front of them at all times. The
unit? Explain both teacher use and student teacher also incorporated videos and a student engaged activity on the smart board. Students had the
use. opportunity to use the Chrome Books multiple times throughout the unit in which they were able to access
Google Classroom, watch a video, type and submit their short scary stories, take quizzes, as well as their
pre and post assessment.
This unit demonstrates integration of content across and within content fields because the Inference and
How does the unit demonstrate integration of
Prediction visual and reading strategies used can be applied not only to narrative texts, but also different
content across and within content fields? texts such as science, social studies, or even math. These strategies can be used by students in many
different content areas in order to help them develop a deeper level of comprehension and understanding.
II. J.
What specific adaptations or differentiated The specific adaptations or differentiated activities used to accommodate individual learning needs included
activities were used to accommodate clear instructions both visual and oral, class discussions, in-class reading, and most influential in this class
individual learning needs for the whole class? was the one-on-one engagement time with students to address their specific struggles or concerns.
What specific adaptations or differentiated While students within the sub-groups were not evaluated differently from the other students, there was still
activities were used to accommodate more conferencing time and one-on-one engagement with these students in order to keep them on task,
individual learning needs for the identified engaged, and encouraged so that they could develop a level of understanding and comprehension that did
sub-groups / students? not leave them discouraged or disengaged from the class during each lesson.
Provide a copy of two complete detailed lesson plans in Appendix B.

III. Teaching and Learning
A. Narrative: Daily Teaching Reflections
Day 1:
I was excited to start this new unit. The students have just completed writing an informative essay, which they worked very hard on. I knew they
were ready for something different and the short scary story unit would be perfect for them. I began the class period by telling students what our plan
was for the day. As expected, I saw some stressed looks in students’ eyes when I stated “Pre-Assessment”. So I took a moment to tell students about
the purpose of a Pre-Assessment, which was to gather data on what students already know and what they will be learning. Students became more
relaxed after that statement was made. As students took the pre-assessment, I walked around and monitored them. There were plenty of students who
were really taking the test seriously and were taking the time to read the questions fully. However, there were a couple students who were done
pretty fast. Before these students got up to put their Chromebooks away, I had them look the questions over so they would become familiar with the
ones they missed. I noticed a lot of students just scrolled through, they were not motivated enough, or had the desire, to what they missed. I figured
this was either because they were discouraged or just didn’t care. When it was time to split students up into groups for the activity, students became
squirrely and excited. They enjoy working in groups. As they worked in groups I had to spend some time keeping students focused on the task in
front of them and not have discussions unrelated to the assignment. As we went over the answers in class, I called on different groups to give the
class their answer, and their explanation for the answer. This worked very well for the class as a whole, and the individual groups, because students
paid attention not knowing when their group would be called on.
Day 2:
As students walked in the door, I had an illustrated picture on the smart board which prompted a lot of questions from the students. I knew the
meaning behind it, but the students did not. They found this picture interesting and it was definitely something different from what we have been
doing. Students really seemed to enjoy making an inference in regards to the picture. Some students wrote a lot more than just a paragraph when
they were making their inference, which I enjoyed watching because they were thinking critically and using their imagination. When we moved onto
the vivid verb activity, I was a little set back by the amount of students who did not underline the verb in their sentences, but instead underlined
adjectives. I had to stop students from underlining and do a brief discussion on what verbs are and where they are located at in the sentence. This is
information they already knew, so I had a little trouble wrapping my head around why they were having trouble identifying the verb. I soon figured it
out, some of their sentences were NOT complete sentences, or their structure was way off so we had a brief discussion about complete sentences.
When students began writing down their vivid verbs from the thesaurus I noticed students struggling trying to find their word in the thesaurus. This
activity took longer than I had anticipated, but we still had plenty of time for the next activity. The students’ reaction watching the “Defective
Detective” video was fun to watch – they were engaged and interested in the mistakes the detective made. However, quite a few students had
questions or needed clarification on what a couple of the questions were asking on the worksheet. So I am going to have to look over the questions
so I can adjust them to become clearer.
Day 3:
Today I had the students share their vivid verbs with each other for their bell work activity. I gave the students about 4 minutes to walk around the
classroom and share with their partners. While they did this, I played a popular Disney song on the computer and students were instructed to go back
to their seats after the music stopped. I thought this activity went very well at the beginning of class because it got students engaged and active at the

very beginning of class. The next activity was one I was excited about as well. Students were to begin writing their scary stories. This really got the
kids excited, especially as they had an opportunity to work with a partner. As I walked around and monitored students working, I was excited to see
students discussing the plot and characters they were going to use. There was a group from my subgroup who were not speaking at all. One person
was typing and the other person was just sitting there. I had to intervene quite a few times to get them to speak to each other. Other than this incident,
the day went rather smooth and the kids stayed on task. I was surprised to see a majority of the class get a lot of words down on their document. I did
make a point to remind students there were requirements for this activity, because a few of the groups seemed to dismiss the requirement sheet that
was handed out.
Day 4:
Students continued to work on their short scary stories today. Their energy for this activity was not as motivated as it was the first day. I had to
remind multiple groups throughout the class period to stay focused on the activity because it was due the following day in class. Despite the multiple
reminders to stay on task, the class period went rather well. I would read a few bits of students’ writing, and recommend they add more details into
their work. I was pretty impressed by how creative a lot of the groups were being.
Day 5:
I introduced the class to a new sentence of the week skill today. It was about finding comma splices, which is an area in their writing that I noticed a
lot of students struggle with. As we did the mini lesson over comma splices, all of the students appeared to have a good understanding on how to fix
comma splices based upon the in class sentences we fixed together. I was anxious to see how they applied the skill later on though. There were a
three students out sick today, which put their partners in a tight position because they had to work on their own to finish up the scary stories.
However, like I said in class, they were supposed to be pretty close to being done anyways, it was just a bit of editing and revising that should have
needed to be done. After I gave students time to finish up their short scary story and turn it in, it was time to work on the vocabulary for the short
scary story they were going to read soon. When I gave instructions for the vocabulary activity, I heard a couple students heave sighs. This did not
make me very happy to hear eight grade students whine about an activity like this. I made that clear to the students and they seemed to straighten up.
I made a point to discuss the purpose of the activity which was to help students read and comprehend what they are reading a lot easier. This seemed
to halt the sighs for today.
Day 6:
Today I had students add a new definition to their Literary Elements Notes. The term was inciting incident. We had a good discussion about where
this was on the plot diagram – I had two students share an example of an inciting incident that happened in their AR books. I did not plan on this, but
I liked the discussion that came from it. I made a point to ask all of the following classes to do this because I believe it helped students understand
the definition better. The next activity did not go as well as planned. Students were supposed to fill out a plot activity sheet as they read the “The
Monkey’s Paw”. However, after a good ten minutes into the students reading the story I noticed not a lot of students were filling out this activity
sheet. I asked everyone to pause where they were at and I discussed the instructions on how students should fill out the activity sheet while they
were reading, it would help them comprehend and identify the different parts of the plot structure. A lot of students began to understand what they
were supposed to be doing. I adjusted my instructions on the smart board for the following classes because apparently my directions were not clear
the first time I gave them. Most students were able to finish this activity in class, but there were still a handful of students who did not complete it. I
wish I had just ten more minutes in class every day for them, it is hard to get everything done in just 47 minutes.
Day 7:
I had not originally planned on this, but when students came in I gave them about ten minutes of class time to finish this activity. I also was able to
conference with a few students to make sure they were on track and almost completed with the assignment. After the timer went off, I had students
put their activity sheet away so we could take a short quiz over “The Monkey’s Paw”. I monitored students as they took the quiz. Just like with the
Pre-Assessment, I had a few students just fly through the quiz. I was anxious to look at the results. I always wonder why students do this, do they not
want to do well? Do they not know the answer off of the top of their head and they get discouraged? Do they see other students finish so they feel
like they need to rush to finish? Maybe next time I will add a game to google classroom for students to play after they get done with the quiz so they
will not see other students getting up when they’re done. However, this might make students want to finish faster to play the game. After the quiz,
we graded the “Plot Activity”. We had a great discussion about “The Monkey’s Paw” while we discussed and graded the plot. I really wish we had
more time for class discussions like the one we had today. Students who do not normally speak up did. I enjoyed seeing students’ reaction to the
illustration they originally made their inference on. A lot of the students had reactions like, “Ohhhh!” “I get it now!” It made me giggle.
Day 8:
Students worked on vocabulary today for another short scary story we are going to read, “The Tell-Tale Heart”. Unlike when students completed
“The Monkey’s Paw” vocabulary, there were no complaints or whines about completing this activity. Students stayed on task and did a great job
focusing on their work. I had little to no questions about the activity from the students. However, as I walked around I noticed that students were
forgetting to put down the part of speech for their definitions. I made a note to myself that it is not very clear on the handout, and that I would need
to adjust it for future use if I use it.
Day 9:
This was a great day! I really enjoyed the lesson, and it made it even better that the students enjoyed it as well. Today we watched a couple videos
about Edgar Allan Poe. The students and I had a great discussion about him after the videos and the students were excited to get started on their
activity on Edgar Allan Poe. One of the options was a comic book strip, which I thought would be a popular choice but it wasn’t. Instead, the
newspaper article was the most popular. I allowed students to talk with their neighbors and share ideas. Normally, when it is individual work they are
not allowed to talk to each other, but they were so excited and intrigued by Edgar Allan Poe I was a little more lenient today. I enjoyed seeing
students use their creativity to produce a piece of writing.
Day 10:
The bell work for today was exhausting. I introduced students to misplaced modifiers as one of their sentence of the week skills. This was
exhausting because it is really hard to explain misplaced modifiers, and students really seem to struggle with it. We went pretty slowly with the
examples, and students had lots of questions. I have never taught misplaced modifiers before, so with the help of the questions they asked I now
know things I will need to discuss the next time I teach misplaced modifiers. It helped to give students the opportunity to practice on the board, as
well. After we finished the bell work, students got busy working on their Poe Project. A majority of class was done with their rough draft and was
ready to edit/revise. While some of the students were a little behind. I reminded the class that edits and revisions had to be done to this rough draft. I
monitored students working on this, and had to pause the class to do a brief review on what revisions are. Students really seem to struggle with the
difference between editing and revising. I should have provided a model to give students an idea of what I mean. This would have been really
helpful to many students in the class.
Day 11:
Students were excited to begin reading “The Tell-Tale Heart” today! That made me proud . As they read the story, they were to fill out “prediction”
questions that were present throughout the story in their text book. While students were reading, or supposed to be reading, I noticed a few of my
sub-group students staring out into space or out the window. I asked them again if they want to listen to it on tape, which they turned down. I wish
they wouldn’t because I think it would help to keep their interest if they had someone reading it to them. Maybe next time I will just play a tape for
the entire class to listen to, and those who choose not to could sit out in the hall and read? But, maybe that is not fair. I will have to look into this
idea.
Day 12:
Today has been one of my favorite days to teach! We had a class Socratic discussion about “The Tell-Tale Heart”. It was great seeing the students
answer each other’s questions and share their interpretations with each other. I also liked how all students in the class had an opportunity to talk
while the class had to listen politely to different views or interpretations. I was afraid that one of the students who is very outspoken would try and
dominate the conversation, but I was rather impressed by how he quieted down and listen to other people’s views. Another student directed a
question at a couple of the quiet students to help them out on getting their points, I thought this was a very mature thing to do. Overall, this was a
great way to end the last day of this unit.
B. Classroom Management Plan

Students will be expected to:
 Be Respectful to Peers and Educational Staff
 Use Appropriate Tone and Language
 Be Responsible - Follow Directions
 Bring required Materials to Class
 Take Care of the Classroom and Environment
 Do your Best –> EFFORT
 Actively Listen
 Be helpful
 Ask Questions
Proactive Strategies to Classroom Management
 Be prepared – decrease downtime in class
 Keep students actively engaged – bell work, discussion, engaging lessons
 Be consistent
 Proximity Control
 Teach students their responsibilities and expectations
 Be a leader - model behavior I expect students to display
 Have class meetings open to listening to students ideas/concerns- give them a voice
 Build Trust and Respect relationships with students – they’re important
 Replace criticism with positive influence – identify their strengths
 Be in control of the classroom environment, don’t let things escalate – address the issue
 Encourage a classroom community environment by working towards a common goal

Reinforcement
Students who follow these expectations will receive:
 Praise and Acknowledgment
 Positive Feedback
 Positive feedback to Guardians/Parents
 Possibility for extra points/free time
Students who choose to not meet expectations will (depending on the degree of the issue):
 Be Reminded of the expectations
 Have discussion with teacher on how to fix problem
 Have letter sent to parents – or a call to parents
 Parent/teacher/student Intervention on Problem
 Office Referral
C. Student Interaction and Engagement

Some of the students in this class period really struggle with listening, following directions, and completing assignments. They struggle with staying on task and
getting engaged in the lessons. In order to help students overcome this type of behavior, I found it useful to discuss the plan for the day with the students by
providing them with an outline on the smart board. For each task we worked on in class, there were instructions step by step on the board that appeared to help
students stay motivated and engaged as they never had an opportunity to “forget” what they were required to do. It also helped to identify the purpose of each task
with the students. I believe that once students understand there is a purpose for the assignment, they tend to put in more effort to complete and learn from the
specific activity. I also would give students a time limit to complete different tasks, this helped students keep working so that they would finish in a timely but
efficient manner. To increase engagement, I would ask students direction questions as a whole to check for understanding and individually conference with
students to divert students from becoming overwhelmed or disengaged.
D. Student Communication
Appropriate strategies that were used throughout this activity include:
 Enhancing students’ active listening skills by encouraging them to follow directions correctly as they’re being graded on their ability to complete and
follow the instructions for that assignment
 Enhancing students’ team-working skills by having them cooperate with a partner during the inference activity and short scary story writing process
 Encouraging students to think critically by having them provide an explanation for their answers during the defective detective, inference, and prediction
activities
 Encouraging students to participate in a classroom Socratic discussion to enhance their comprehension, understanding, and interpretation of a classic short
scary story
Narrative: Analysis of Assessment

E. Pre-Assessment
The Pre-Assessment was used to test students’ prior knowledge on specific word meanings, assess their ability to use
context clues, as well as their prior knowledge on plot structure in correspondence to literary terms. I expected the
students may not do so well on the vocabulary portion of the assessment; however, they did a little better on that
Overall analysis of results. portion of the assessment than expected but they had lower scores on the literary elements portion of the assessment.
This was unexpected because the terms were new, as well as the skill of identifying context clues. In addition to that,
students were already exposed to these literary terms in 7 th grade ELA, we were just going to build on these skills.
Although, there were some students who did score rather decently on this portion of the assessment.
The objective that was best met during the Pre-Assessment was Objective 5 - Students will learn to identify context
clues and use them to determine word meaning. The lessons were built around the learning objectives which were
Discuss the results in reference to
aligned with the Missouri State Standards for eighth grade students. These objectives were intertwined with each
the learning objectives. other to create different/multiple learning opportunities for the students. Students had the opportunity to learn,
practice, and then apply these skills.
As previously mentioned, the lessons were built around the learning objectives which were aligned with the Missouri
Describe how pre-assessment data State Standards for eight grade students. The students struggled more with Objective 4: Students will be able to
was used to proceed with instruction determine the meaning of words and phrases as they are used in a text, including figurative and connotative meanings
for all students. and Objective 6: Students will be able to define, recognize, and identify the specific purpose of (a) literary term(s).
Based on these results, a few of the lesson plans were adapted to incorporate these objectives more specifically.
This class contains a wide variety of different levels of learners. Differentiated learning opportunities will be available
What is the plan to differentiate for to the entire class - not just a specific level of students – this includes visual, oral, and aural learners as well as
all learners? independent and cooperative learners.
F. Formative Assessment
The students’ scores for the formative assessment were quite high. Of course, there were some varied levels of
achievement, but, overall, I was impressed with the more consistent number of correct responses and their ability to
Overall analysis of results.
comprehend, interpret, and determine the type of conflict in the story.
Discuss the results in reference to The results of this formative assessment absolutely aligned with the objectives. Students were assessed on their ability
the learning objectives. to analyze and interpret this short scary story through the use of the plot structure and mood/tone of the narrator, as
well as determine the type of conflict in the story. Based on the results of this assessment, students succeeded in
Are students learning what was regards to meeting the objectives.
intended they learn?
Unfortunately, there were not any adaptions made based on the results of this assessment. However, if I was allowed
Discuss any adaptations based on the more time to complete this unit, I would have liked another class day to be able to include more time to discuss and
results of formative assessments. interpret this short scary story with the students to help clear up any questions, confusions, and possible deeper
interpretations that would allow more opportunities for students to comprehend and think critically.

I feel that this unit is being rushed through as there is not much time to discuss stories as I had previously
expected. However, I am making more time to be able to conference with students one on one in order to
Identify differentiation needed to
divert students from becoming overwhelmed, disengaged, or discouraged because of certain struggles they
help all students meet the goals and
may be dealing with in class. By having the opportunity to individually meet with students, even if it is just
objectives of this unit.
for a few minutes or so, it still gives them an opportunity to have individualized instruction time to help
guide them in the right direction.
G. Summative Assessment
The majority of students in this class showed great progress in regards to Pre-Assessment results. Most students
What did the disaggregated data of improved on the literary elements portion of the assessment which was originally their weakest area. Additionally, the
the assessment reveal? vocabulary section that was once their strength showed as the section that had the most frequently miss questions.
While there was great improvement in the scores, there still remained students in the specified sub-group that were
not as successful as I had anticipated with the individualized conference and instruction time provided with students.
As mentioned previously, the lessons were built around the learning objectives which were aligned with the Missouri
Discuss the results in reference to State Standards for eight grade students. The learning objectives had a direct impact on the results of this Post-
the learning objectives. Assessment because the lessons, activities, and assessments correlated with the specific learning objectives.
Based on the outcome of the Post-Assessment, not ALL students learned what was intended to learn during this unit.
All students were assessed throughout this unit, and all of them showed progress that directly correlated with the
Did all students learn what was objectives of this unit. However, while most students succeeded at learning what was intended to learn based on the
intended they learn? Explain. Pre/Post Assessment, there were still a few students who did not show improvement from the beginning of the unit
Pre-Assessment and the end of the unit Post-Assessment despite their success with the activities and assessments
given throughout the entirety of this unit.
Provide a copy of pre-assessment document and the corresponding scoring key/rubric in Appendix C.
Provide a copy of one formal formative assessment document and the corresponding scoring key/rubric in Appendix C.
Provide a copy of one informal formative assessment document and the corresponding scoring key/rubric in Appendix C.
Provide a copy of the summative assessment document and the corresponding scoring key/rubric in Appendix C.
H. Visual Representation of Disaggregated Data

Chart/Table/Graphs of disaggregated data for the Pre-assessment should be included in Appendix C.
Due to the varied nature of data collected by the teacher candidates, each candidate is asked to create a chart/table/graph that includes data for the
Whole Class, Subgroup, and Focus Students. Title the table/chart/graph and use labels to accurately portray the data.
Chart/Table/Graph of disaggregated data for the Summative Assessment should be included in Appendix C.
Due to the varied nature of data collected by the teacher candidates, each candidate is asked to create a chart/table/graph that includes data for
the Whole Class, Subgroup, and Focus Students. Title the table/chart/graph and use labels to accurately portray the data.

IV. Self-Evaluation and Reflection
A. Narrative description of Successful Activities and future implications
Based on the analysis of all the assessment

Give more than one reason for each of the successes identified.
results, identify TWO learning objectives
from the unit students were most successful.
Objective 1:
Objective 6: Students will be able to define, Based on the results of the Pre-Assessment, this was the objective that students struggled with the most. By
recognize, and identify the specific purpose of the end of the unit, this object became the most successful objective met. Students had the opportunity to
(a) literary term(s). define specific literary terms which was a major contributor to their success. Once students reviewed these
definitions, they then had the opportunity to apply their knowledge through different tasks/assignments.
This allowed the students an opportunity to learn and then apply what they learned multiple times
throughout the unit which contributed to their overall success on the Post-Assessment.
Objective 2:
Objective 4: Students will be able to determine This objective was one of the most successful objectives met. This is because students reviewed vocabulary
the meaning of words and phrases as they are and literary terms before reading each scary story. It is also because students had an opportunity to apply
used in a text, including figurative and their knowledge about the meaning of the vocabulary words and literary terms through different activities
and assignments. This allowed students the opportunity to become familiar and develop an understanding in
connotative meanings.
regards to the specific words and terms prior to encountering them in the story. This also allowed students a
better opportunity at being able to comprehend and understand the plot structure of the scary stories, as well
as use their critical thinking skills to build their own interpretation of the stories.
Discuss at least TWO things to do differently in the future to extend these successes to continue students’ academic growth.
The first thing that I would do differently to extend these successes to continue students’ academic growth is allow more time for class discussions on the figurative
and connotative meanings in the stories. I feel that we only brushed the surface and students were so successful at that, that it would allow students the opportunity
to grow more cognitively if there was more of an open discussion to foster these skills. The second thing I would do differently to continue fostering academic
growth with these objectives would be to include more literary terms for students to define and identify. I did not include more literary terms because I did not
think there was enough time to cover more than the ones that were chosen. However, this could have been done by just adding one more day to the unit. I would do
this so that students can be fully exposed to the relevant literary terms that would have corresponded well with this scary story unit. It would allow the students to
grow academically.
B. Narrative description of Least Successful Activities and future implications

Based on the analysis of all the assessment Give more than one reason for each of the least successful objectives identified.
results, identify TWO learning objectives
from the unit students were least successful.
Objective 1:
Objective 11 - Students will be able to revise Based on the grading rubric for this assessment, this was the least successful objective met. Student were
and edit their writing piece using the elements supposed to revise and edit their “Edgar Allan Poe Synthesis” draft based on the elements of revision and
of revision and editing. editing. However, most students (not all) only edited their drafts and totally dismissed the revising
requirement of the assignment. The lack of success in this area of the objective could be due to two different
reasons. Since the students have often had to revise their work on previous writing assignments, not a lot of
class time was spent discussing the elements of revision – only a brief overview was given to students.
Because of this lack of direction on the requirements of revision, students did not put in the effort to truly
revise their work. I was supposed to monitor students’ revisions/edits to make sure they were on the right
track; however, due to time, I was unable to look over each of the students’ draft before they began their
final draft. Another reason for this objective being unsuccessful could be due to the amount of time that was
given to students to complete this assignment. Students truly only had two class periods to work on this
assignment, which included writing their draft, revising/editing, and making the final draft. I believe that if
students did not feel rushed to complete this assignment, more effort could have been put forth by them to
make sure their revisions were satisfactory. Instead, they were more worried about turning in a complete
final draft.
Objective 2:
Objective 5 - Students will learn to identify Based on the results of the Pre-Assessment, students did rather well using context clues to determine word
context clues and use them to determine word meaning. Therefore, I predicted students would not struggle creating context clues for specific vocabulary
meaning words. However, I was wrong. Based on the results of the assignment “The Tell-Tale Heart Vocabulary”
where students were instructed to find the definition and part of speech for all ten vocabulary words. They
were also instructed to find two synonyms, one antonym, and write a sentence using the vocabulary word
and context clues. Students really struggled with writing a sentence using the vocabulary word and context
clues; rather, most students just did not include context clues in their sentences. I believe this is due to the
lack of exemplars provided to students on identifying context clues in sentences. I also believe that students
struggled in this area because there was no modeling provided to students to see how a sentence can be
created with context clues.
Discuss at least TWO things to do differently in the future to improve students’ performance.
The first thing I would do different is to not rush through the writing process with students. Students cannot provide their best work if they feel rushed to meet a
deadline for an assignment. I want them to know that being diligent and doing their best work so they can learn from it so much more important that rushing
through an assignment to complete it just so they do not miss the deadline. I will adjust the lessons and provide another work day for students to work on their
writing for a project/assignment like this. The second thing I would do differently is make time to model and show exemplars of students’ work. I believe that this
is a more effective teaching strategy for students when they see what the process looks like and what the finished outcome looks like. I believe that if I would have
created a couple sentences using a vocabulary word and context clues with the class they would have understood the objective for this assignment a lot better.
TABLE 4.1 Communication Log

Follow Up
Method of Result or Impact on (if
Date Person Contacted Contact Reason for Contact Instruction necessary)
3/1 Subgroup - Student A Face-to-Face Missing Assignment Assignment turned in late N
3/1 Subgroup – Student B Face-to-Face Missing Assignment Assignment not turned in Y
Subgroup – Student
3/5 B’s parents and study Email Missing Assignment Assignment turned in late N
hall teacher
3/5 Focus Student Face-to-Face Missing Assignment Assignment not turned in Y
Focus Student’s study
3/5 Phone Missing Assignment Assignment turned in late N
hall teacher
3/7 Subgroup Student C Face-to-Face Missing Assignment Assignment turned in late N
C. Narrative Reflection on Impact of Communications (limited to 1 page)
Communication in these instances helped remind the students of the importance of completing the assignment from an academic standpoint, as well turning in the
assignment due to the imperative impact it will have on the students’ grades.
D. Narrative Reflection on Future Professional Development (limited to 1page)
Identify at least TWO aspects of instruction that could be improved. What specific professional development opportunities/activities will
Explain reasoning. help to acquire that knowledge or skill?
Aspect 1:
One aspect that could be improved is the amount of student exemplars or I truly believe that this skill can successfully be acquired with more time in the
modeling that was provided to students. I feel that students could have become classroom. I understand teachers are always fighting for more time in the
more engaged with the lessons and had more of an opportunity to succeed classroom; however, now that I know the importance of modeling, I would have
during certain activities if they understood and had the opportunity to see the adjusted the lessons to incorporate this skill because students would have really
thought process of someone completing an activity or saw a student’s piece of benefited from it.
work as an example.

Aspect 2:
Another aspect that could be improved is building relationships with This skill of building relationships with students would be more effective by
students. I became so consumed with what I was teaching, paying having constant control of the control for an extended period of time.
attention to data, assessments, and improvements that I really lacked in Conferencing with students is great for one-on-one engagement, but building a
relationship with students involves knowing who they are outside of the
the area of building relationships with the students. I know who my
classroom as well. This includes going to their sporting events or seeing them in
students are, but I so busy teaching the class as a whole and conferencing the halls and taking an interest in their lives.
with them in regards to their school work that I did not take the time to
really build relationships. This is one of the most important parts of
teaching because you cannot truly teach students without really knowing
who they are.

REFERENCES
 “The Monkey’s Paw” illustration

o URL: www.scholastic.com
 “Defective Detective” Video
o URL: https://www.youtube.com/watch?v=tiy1MeXzhfA
 Classroom Textbook
 Google Classroom
 Google Forms
 Scholastic
o Edgar Allan Poe Biography video
 YouTube
o Edgar Allan Poe Biography video

APPENDIX A
District Demographic Information
School Demographic Information

Classroom Demographic Information

APPENDIX B
Erica Clark
8th Grade English Language Arts
Nevada Middle School
2nd hour – 22 Students
Duration: 47 mins
Objectives
Students Will:
 Use precise words and phrases, relevant descriptive details, and sensory language to capture the action
and convey experiences and events.
 Use verbs to achieve particular effects (e.g., emphasizing the actor or the action; expressing uncertainty
or describing a state contrary to fact)
 Use visual and textual evidence to draw an inference or prediction from the text.
 Define, recognize, and identify the specific purpose of (a) literary term(s).
 Analyze, interpret, and/or discuss a literary text (plot structure, perspective, point of view and mood/tone
of the narrator and how it effects the reader).
Standards
 8.RI.1.A
o Students should make logical assumptions about information not directly stated in text, draw
logical conclusions supported by textual evidence, and make logical predictions based on the
textual evidence.
 8.RL.2.D
o Students should be aware of the literary structures, devices, and techniques used that enhance
understanding and appreciation of the piece of writing
Materials
 Smart Board
 Internet access
 Chrome books
 Writing utensil
 Writer’s notebook
 Thesaurus
Handout
 “Defective Detective” handout

DEFECTIVE DETECTIVE VIDEO
INFERENCE PRACTICE
Directions: Watch the video AGAIN and answer the following

questions. Be specific – no one word answers!
1. What is the Detective looking at in the newspaper?

_____________________________________________________________________
_____________________________________________________________________
_______________________________________
2. What is the Detective’s FIRST incorrect inference?

a. What does he THINK is happening?
________________________________________________________________
____________________________________________
b. What is ACTUALLY happening?
________________________________________________________________
____________________________________________
c. What evidence did he MISINTERPRET?
1. ___________________________________________________
2. ___________________________________________________
3. ___________________________________________________
3. What is the Detective’s SECOND incorrect inference?

________________________________________________________________
____________________________________________

________________________________________________________________
____________________________________________
1. ___________________________________________________
2. ___________________________________________________
3. ___________________________________________________
4. What is the Detective’s THIRD incorrect inference?

________________________________________________________________
____________________________________________
________________________________________________________________
____________________________________________
1. ___________________________________________________
2. ___________________________________________________
3. ___________________________________________________
5. Can you think of anything else that might have influenced

the Detective and caused him to make those incorrect
inferences? You must attempt an answer here.
_________________________________________________________________________________
_________________________________________________________________________________
_____________________________________________
Procedure
1. Teacher will have students update their planner and weekly reading record when class first begins.
2. Teacher will then have students get their writer’s notebook out of the class’s basket one row of seats at
a time.
3. Teacher will have students label a new page in their writer’s notebook “Inference” with the day’s date
at the top of the page.
4. Teacher will have students examine an illustrated picture displayed on the smart board.

5. Teacher will instruct students to use only the evidence in the picture to make an inference in regards to
what they believe is happening in the illustration and explain their reasoning for their inference.
6. The teacher will then have students read their paragraph and underline all of the verbs they used in
that paragraph.
7. The teacher will show students examples of vivid verbs on the smart board and discuss their purpose.
8. The teacher will then have students replace 2-3 of the verbs they used in their paragraph with more
vivid verbs by using a thesaurus to help students.
9. Teacher will instruct students to put their writer’s notebook away in the basket when they are finished.
10. Teacher will have students read AR until everyone is finished with the activity.
11. Teacher will then hand out the “Defective Detective” worksheet.
12. Teacher will have students put their name at the top and label it page 10 DA (Daily Assignment).
13. Teacher will tell students they are going to watch a short 3 minute video located on Google Classroom.
14. Teacher will instruct students to fill out the work sheet as they watch the video.
15. Teacher will let students know they are allowed to watch the video as many times as they need to
complete the worksheet.
16. Teacher will tell students they are looking for the INCORRECT inferences made by the detective.
17. Teacher will instruct students that they must explain their reasoning for their answers – no one word
answers will be accepted.
18. Teacher will let students know this assignment is due at the beginning of the hour at the next class
period.
19. Teacher will have students get a Chromebook off of the Chromebook cart one row at a time.
20. Teacher will instruct students on how to turn on subtitles if needed.
21. Teacher will monitor students as they work on the “Defective Detective” handout.
22. Teacher will be available to answer any questions the students have.
23. Teacher will have students begin putting the Chromebooks away two minutes prior to the bell.
24. Teacher will remind students this handout is due tomorrow.
Extension
 None
Assessment
 Monitor students’ ability to think critically and work independently as they make inferences.
 Monitor students’ ability to follow the necessary steps in completing the “Defective Detective”
handout.
Resources
 “The Monkey’s Paw” illustration
o URL: www.scholastic.com

 “Defective Detective” Video
o URL: https://www.youtube.com/watch?v=tiy1MeXzhfA
Erica Clark
8th Grade English Language Arts
Nevada Middle School
2nd hour – 22 Students
Duration: 47 mins
Objectives
Students Will:
 Define, recognize, and identify the specific purpose of (a) literary term(s).
 Determine the meaning of words and phrases as they are used in a text, including figurative and
connotative meanings.
 Students will learn to identify context clues and use them to determine word meaning.
Standards
 8.RL.2.D
o Students should be aware of the literary elements, structures, devices, and techniques used
that enhance understanding and appreciation of the piece of writing.
Materials
 Smart Board
 Writing utensil
 Literary Elements Notes
 Dictionary
Handout
 “The Tell-Tale Heart Vocabulary” handout

The Tell-Tale Heart” Vocabulary Name____________________________________
Hr______
Picture or Sentence Synonyms (2):

Vocab Word: ______________ w/context clue _________________________
Definition/POS __________________________
______________________________
______________________________ Antonym or Non-Example:
______________________________ _________________________
______________________________ _________________________

Definition/POS __________________________
______________________________
______________________________ _________________________
______________________________ _________________________

Definition/POS __________________________
______________________________
______________________________ _________________________
______________________________ _________________________

Definition/POS __________________________
______________________________
______________________________ _________________________
______________________________ _________________________

Definition/POS __________________________
______________________________
______________________________ _________________________
______________________________ _________________________

Definition/POS __________________________
______________________________
______________________________ _________________________
______________________________ _________________________

Definition/POS __________________________
______________________________
______________________________ _________________________
______________________________ _________________________

Definition/POS __________________________
______________________________
______________________________ _________________________
______________________________ _________________________

Definition/POS __________________________
______________________________
______________________________ _________________________
______________________________ _________________________

Definition/POS __________________________
______________________________
______________________________ _________________________
______________________________ _________________________

Procedure
25. Teacher will have students update their planner and weekly reading record when class first begins.
26. Teacher will then have students get out their Literary Elements Notes.
27. Teacher will have students add three new definitions to their notes one term at a time.
28. Teacher will show the terms and definitions on the smart board one term at a time.
29. Teacher will read the term and definition out loud and provide examples for each term.
30. Teacher will monitor students as they write down the definition.
31. Teacher will monitor students for understand of the terms and answer questions for clarity.
32. Teacher will have students put their Literary Elements Notes away.
33. Teacher will discuss the activity for the day with the students.
34. Teacher will pass out “’The Tell-Tale Heart’ Vocabulary” handout to students one row at a time.
35. Teacher will discuss that students will find the definition, part of speech, two synonyms, one antonym,
and provide a picture or sentence using context clues to show their understanding of the vocabulary
word.
36. Teacher will discuss students need to use the dictionary and thesaurus for this activity.
37. Teacher will display all ten vocabulary words on the smart board for easy access.
38. Teacher will make sure students are aware this assignment will be due at the beginning of the following
class period.
39. Teacher will monitor students as they work.
40. Teacher will answer any questions students have for clarity.
41. Teacher will encourage students as they work.
42. Teacher will remind students this handout is due tomorrow before they leave the classroom.
Extension
 None
Assessment
 Monitor students’ understanding of the new terms and definitions.
 Monitor students’ ability to think critically and work independently as they complete “’The Tell-Tale
Heart’ Vocabulary” handout.
 Monitor students’ ability to follow the necessary steps in completing the “’The Tell-Tale Heart’
Vocabulary” handout.
Resources
 “The Tell-Tale Heart” Vocabulary words
o Class textbook

APPENDIX C
Classroom Pre and Post-Assessment Results
Classroom Pre-Assessment Results

Classroom Post-Assessment Results
Classroom Post-Assessment Results
Sub-Group Pre and Post-Assessment Results
Focus Student Pre and Post-Assessment Results

Pre-Assessment
Pre-Assessment - Vocabulary, Context

Clues, and Literary Elements
1. CREDULITY: If a swindler is trying to sell you fake medicine, then he is "preying on your
CREDULITY".
A. Gullibility
B. Crankiness
C. Shrewdness
D. Skepticism
2. FATE: If you feel like something is your FATE, you feel it's beyond your control.
A. Life
B. Plans
C. Destiny
D. Circumstance
3. GRIMACE: The GRIMACE on her face when he asked her to the prom told him her answer was
a "no" before she said a word.
A. Smile
B. Contortion
C. Gasp
D. Grown
4. PERIL: You're in mortal PERIL when you're flying down a cliff-side trail on your mountain bike
and you hit loose gravel.
A. Opportunity
B. Danger
C. Safety
D. Panic
5. SURVEYING: They are SURVEYING the damage to their property after the tornado hit their
community.
A. Watching
B. Touring
C. Inspecting
D. Ignoring
6. ACUTE: My dog has an ACUTE sense of hearing.
A. Weak
B. Sharp (i.e. Not like a knife)
C. Deficient
D. Atrocious
7. CONCEIVED: He CONCEIVED the idea for his seventh grade science fair project.
A. Stole
B. Made
C. Thought of
D. Disliked
8. VEX: My little brother comes into my room to VEX me.
A. Trouble
B. Help
C. Embarrass
D. Annoy
9. STIFLED: I felt STIFLED at the bottom of the dog-pile after the game.
A. Smothered
B. Hot
C. Quiet
D. Gasping
10. CREVICE: I twisted my ankle by stepping into the CREVICE.*
A. Curb
B. Split
C. Ice
D. Crack
11. STEALTHILY: Once, my older sister STEALTHILY left the house when my parents were asleep.
A. Mistakenly
B. Loudly
C. Secretly
D. Seriously
12. AUDACITY: A student in my 4th grade class had the AUDACITY to tell our teacher that she
should not chew gum while speaking to the class.
A. Discussion
B. Carelessness
C. Message
D. Nerve/Courage
13. VEHEMENTLY: I wanted to win the game against El Dorado VEHEMENTLY.
A. Mildly
B. Strongly
C. Knowingly
D. Urgently
14. DERISION: Bullies at school laugh in DERISION of certain students.
A. Praise
B. Approval
C. Commendation
D. Ridicule
15. HYPOCRITICAL: My mom can be so HYPOCRITICAL when she tells me to stop texting so
much, but she texts all of the time.
A. Deceptive
B. Honest
C. Forthright
D. Righteous
16. CARICATURE: My brother drew the funniest CARICATURE picture of our mom and dad.
A. Sloppy
B. Glamourous
C. Exaggerated
D. Colorful
17. THOROUGHFARE: Austin Street is the main road through town; it is our THOROUGHFARE.
A. Highway
B. Side Road
C. Busy Road
D. Interstate
18. SULLEN: I was bummed out when my mom told me we couldn't go to the lake because the
weather was bad. SULLEN skies were all we could see.
A. Bright and sunny
B. Cold
C. Starry and bright
D. Dark and dreary
19. VIVACIOUS: The middle school cheerleaders keep the crowd pumped up; they are VIVACIOUS
and spirited.
A. Full of life
B. Boring
C. Silly
D. Smiling
20. DESPONDENT: After being absent for five days, I felt DESPONDENT about getting caught up on
my homework.
A. Hopeful
B. Motivated
C. Wretched
D. Hopeless

21. BOMBASTIC: When I ran for student council, I was BOMBASTIC with my promises. I promised
the class we would never have homework, and I would have the principal reward them with ice
cream on Fridays.
A. Over exaggerated
B. Straight and to the point
C. Reserved
D. Elegant
22. QUAGMIRE: When the snow melts, my yard is a QUAGMIRE.
A. Beautiful meadow
B. Bright Green
C. Soft, squishy mess
D. Pool
23. INDIGNANT: I feel INDIGNANT when I get in trouble by my parents, but my brother does not
get in trouble when he does the exact same thing.
A. Responsible/Mature
B. Emotional/Sad
C. Delighted/Content
D. Resentful/Angry
24. BENEVOLENTLY: I BENEVOLENTLY smiled at my grandparents to show appreciation for
what they did to help me with my project.
A. Cruelly
B. Kindly
C. Sullenly
D. Energetically
25. HELTER-SKELTER: I fling my clothes in a HELTER-SKELTER way in my room; I can never
find anything.
A. Organized
B. Confusing
C. Specific
D. Disorderly
26. PANORAMA: I took a PANORAMA photo of my room so my friends could see how I rearranged
my furniture.
A. Snapshot
B. Full View
C. Bright
D. Dimly-lit
27. MEMBRANE: In science class we learned about the cell MEMBRANE.
A. Layer
B. Nucleus
C. Ribosome
D. Cytoplasm
Literary Elements
Choose the term that best fits the definition provided.
1. A logical conclusion or educated guess based on observations. *
A. Opinion
B. Observation
C. Inference
D. Fact
2. An attitude of a writer towards a subject or audience.
A. Mood
B. Personification
C. Tone
D. Plot
3. The general feeling or atmosphere that a piece of writing creates within the reader.
A. Mood
B. Personification
C. Tone
D. Plot
4. Presents the final outcome of the story.
A. Falling Action
B. Central Conflict
C. Resolution
D. Exposition
5. The main struggle of opposing forces around which the plot revolves.
A. Falling Action
B. Central Conflict
C. Climax
D. Resolution
6. Introduces the situation, characters, and setting.
A. Rising Action
B. Resolution
C. Exposition
D. Central Conflict
7. A point where the conflict or tension hits the highest point.
A. Climax
B. Central Conflict
C. Rising Action
D. Inciting Incident
8. The event that unwinds the plot and leads to resolving the conflict.
A. Resolution
B. Central Conflict
C. Climax
D. Falling Action
9. The events that build up the plot and lead to the climax
A. Rising Action
B. Inciting Incident
C. Climax

D. Central Conflict
10. The event or decision that begins or introduces the story's problem/conflict.
A. Rising Action
B. Inciting Incident
C. Climax
D. Central Conflict
ANSWER KEY:
1. A
2. C
3. B
4. B
5. C
6. B
7. C
8. D
9. A
10. D
11. C
12. D
13. B
14. D
15. A
16. C
17. C
18. D
19. A
20. D
21. A
22. C
23. D
24. B
25. D
26. B
27. A
LITERARY ELEMENTS
1. C
2. C
3. A
4. C
5. B
6. C
7. A
8. D
9. A
10. B
Comic Strip Requirements

 6 frames minimum
o must include an illustrated sequence of events
o must include captions/narration
o must include thought/speech bubbles
o Must edit/revise but only one draf
 Should report on strange events of Poe's life and death.
Narrative Poem
 16 lines minimum
o must contain a sound device
 (rhyme/repetition/alliteration)
o must contain figurative language
Informal Formative Assessment
Edgar Allan Poe's Life Summary
 (simile, metaphor, personification, hyperbole)
o Must edit and revise! Plus, make a second draf afer the edits/revisions are complete
 Should report on strange events of Poe's life and death.
Purpose: Provide your audience with information about the life, works, and death of
the famous American author, Edgar Allan Poe.
N
Audience: Your classmates ewspaper Article
 2 paragraphs minimum (10-12 sentences!)
 Format:
Should reportChoose ONE
on strange ofofthe
events following:
Poe's life and death
 Must edit and revise! Plus, make a second draf afer the edits/revisions are complete
INSTRUCTIONS
INSTRUCTIONSTO TOTURN
TURNIN:
REQUIREMENT INSTRUCTIONS FOR ALLTOFORMATS: Place Comic MUST
Strip on top and HAVE
then
TURN IN:Final draft on top, then rough draft
IN:
notes.
Pittsburg State University FACTS!
Teacher Work Sample Staple
been edited,that hastogether. Placethen
been Staple
edited, on back table. 48
notes.
10
Final draft on top, then rough draft that has then notes.
together. Place on back table. Staple together. Place on back table.
POE INFORMATIVE PIECE: ___________ (Type – comic book, summary, poem)
NAME OF STUDENT: ____________________________
Number of Facts in Project Count the total _____ (10)
number of facts about Poe the student has
presented. If more than 10, just write 10 on the
line. (Total Number of Facts: _____)
Proper Format/Requirements _____ (5)
Notes Does the student have his/her notes _____ (5)
attached to the back? If yes, then 5 points. If no,
then 0.
TOTAL POINTS_____(20)
Formal Formative Assessment
Tell-Tale Heart Quiz

1. What does the sound of the old man's beating heart symbolize?
A. the police officers' suspicion of the villain

B. the villain's guilt
C. the old man's sadness
D. the old man's nervousness
2. The Villain says about the old man's sickly eye, "Whenever it looked at me, my blood ran cold." The
phrase "my blood ran cold" is an example of which literary device?
A. a simile comparing his blood with cold water

B. imagery that represents murder
C. an idiom that means 'filled me with terror'
D. hyperbole that refers to the temperature of his blood
3. Why does the villain kill the old man?
A. He is convinced the old man is trying to kill him.

B. He wants to get rid of the old man's evil eye.
C. He wants the old man's money.
D. He thinks he'll never be caught.
4. Why don't the police officers react to the sound of the beating heart coming from the floorboards?
A. They are pretending they don't hear it so the villain will confess his crime.
B. They don't know that the sound is the old man's heart beating.
C. They are not very observant.
D. They don't hear it. The sound is in the villain's mind.
5. Which of the following is the main focus of the story?
A. the relationship between the old man and the villain

B. the details of the murder
C. the villain's mental state
D. the police officers' behavior
6. What does "tell-tale" mean?
A. unstoppable
B. confessing without resistance
C. punishing publicly
D. an outward sign
7. Read the excerpt from the text and select the word that best defines DISSIMULATION as it is used in
the sentence:
You should have seen how wisely I proceeded --with what caution --with what foresight --with what
DISSIMULATION I went to work!
A. disguise
B. deception
C. promise
D. guilt
8. Throughout the story, the narrator indicates a strong sense of...
A. exhaustion.
B. pride.
C. relief.
D. fear.
9. What does the narrator believe proves his sanity?
A. the violence of his action

B. the fact that he confessed
C. how cleverly he has behaved
D. his nervousness after the crime
10. The narrator is kind to the old man before he kills him because the narrator...
A. feels pity for him.

B. hopes to change the old man's behavior.
C. wants to keep him from becoming suspicious.
D. tries to change his own mind about his plan for the old man.
11. What reaction is the narrator trying to inspire in his listener as he describes his story of the murder?
A. shock
B. forgiveness
C. disgust
D. admiration
12. Which TWO literary devices are present in the following passage?
"It (the sound of the heartbeat) increased my fury as the beating of a drum stimulates the soldier into
courage."
A. metaphor, comparing his heartbeat to the beat of a drum

B. simile, comparing the narrator's anger to a soldier's courage
C. personification, giving a drum human qualities
D. hyperbole, exaggerating a soldier's courage
E. irony, contrasting the feelings of a murderer and a soldier
F. allusion, referencing a well-known battle
Answer Key:
1. B
2. C
3. B
4. D
5. C
6. D
7. B
8. B
9. C
10.C
11.D
12.B & E

Post-Assessment
Pre-Assessment - Vocabulary, Context

Clues, and Literary Elements
28. CREDULITY: If a swindler is trying to sell you fake medicine, then he is "preying on your
CREDULITY".
E. Gullibility
F. Crankiness
G. Shrewdness
H. Skepticism
29. FATE: If you feel like something is your FATE, you feel it's beyond your control.
E. Life
F. Plans
G. Destiny
H. Circumstance
30. GRIMACE: The GRIMACE on her face when he asked her to the prom told him her answer was
a "no" before she said a word.
E. Smile
F. Contortion
G. Gasp
H. Grown
31. PERIL: You're in mortal PERIL when you're flying down a cliff-side trail on your mountain bike
and you hit loose gravel.
E. Opportunity
F. Danger
G. Safety
H. Panic
32. SURVEYING: They are SURVEYING the damage to their property after the tornado hit their
community.
E. Watching
F. Touring
G. Inspecting
H. Ignoring
33. ACUTE: My dog has an ACUTE sense of hearing.
E. Weak
F. Sharp (i.e. Not like a knife)
G. Deficient
H. Atrocious
34. CONCEIVED: He CONCEIVED the idea for his seventh grade science fair project.
E. Stole
F. Made
G. Thought of
H. Disliked

35. VEX: My little brother comes into my room to VEX me.
E. Trouble
F. Help
G. Embarrass
H. Annoy
36. STIFLED: I felt STIFLED at the bottom of the dog-pile after the game.
E. Smothered
F. Hot
G. Quiet
H. Gasping
37. CREVICE: I twisted my ankle by stepping into the CREVICE.*
E. Curb
F. Split
G. Ice
H. Crack
38. STEALTHILY: Once, my older sister STEALTHILY left the house when my parents were asleep.
E. Mistakenly
F. Loudly
G. Secretly
H. Seriously
39. AUDACITY: A student in my 4th grade class had the AUDACITY to tell our teacher that she
should not chew gum while speaking to the class.
E. Discussion
F. Carelessness
G. Message
H. Nerve/Courage
40. VEHEMENTLY: I wanted to win the game against El Dorado VEHEMENTLY.
E. Mildly
F. Strongly
G. Knowingly
H. Urgently
41. DERISION: Bullies at school laugh in DERISION of certain students.
E. Praise
F. Approval
G. Commendation
H. Ridicule
42. HYPOCRITICAL: My mom can be so HYPOCRITICAL when she tells me to stop texting so
much, but she texts all of the time.
E. Deceptive
F. Honest
G. Forthright
H. Righteous
43. CARICATURE: My brother drew the funniest CARICATURE picture of our mom and dad.
E. Sloppy
F. Glamourous
G. Exaggerated
H. Colorful
44. THOROUGHFARE: Austin Street is the main road through town; it is our THOROUGHFARE.
E. Highway
F. Side Road
G. Busy Road
H. Interstate
45. SULLEN: I was bummed out when my mom told me we couldn't go to the lake because the
weather was bad. SULLEN skies were all we could see.
E. Bright and sunny
F. Cold
G. Starry and bright
H. Dark and dreary
46. VIVACIOUS: The middle school cheerleaders keep the crowd pumped up; they are VIVACIOUS
and spirited.
E. Full of life
F. Boring
G. Silly
H. Smiling
47. DESPONDENT: After being absent for five days, I felt DESPONDENT about getting caught up on
my homework.
E. Hopeful
F. Motivated
G. Wretched
H. Hopeless
48. BOMBASTIC: When I ran for student council, I was BOMBASTIC with my promises. I promised
the class we would never have homework, and I would have the principal reward them with ice
cream on Fridays.
E. Over exaggerated
F. Straight and to the point
G. Reserved
H. Elegant
49. QUAGMIRE: When the snow melts, my yard is a QUAGMIRE.
E. Beautiful meadow
F. Bright Green
G. Soft, squishy mess
H. Pool
50. INDIGNANT: I feel INDIGNANT when I get in trouble by my parents, but my brother does not
get in trouble when he does the exact same thing.
E. Responsible/Mature
F. Emotional/Sad
G. Delighted/Content
H. Resentful/Angry

51. BENEVOLENTLY: I BENEVOLENTLY smiled at my grandparents to show appreciation for
what they did to help me with my project.
E. Cruelly
F. Kindly
G. Sullenly
H. Energetically
52. HELTER-SKELTER: I fling my clothes in a HELTER-SKELTER way in my room; I can never
find anything.
E. Organized
F. Confusing
G. Specific
H. Disorderly
53. PANORAMA: I took a PANORAMA photo of my room so my friends could see how I rearranged
my furniture.
E. Snapshot
F. Full View
G. Bright
H. Dimly-lit
54. MEMBRANE: In science class we learned about the cell MEMBRANE.
E. Layer
F. Nucleus
G. Ribosome
H. Cytoplasm
Literary Elements
Choose the term that best fits the definition provided.
11. A logical conclusion or educated guess based on observations. *
E. Opinion
F. Observation
G. Inference
H. Fact
12. An attitude of a writer towards a subject or audience.
E. Mood
F. Personification
G. Tone
H. Plot
13. The general feeling or atmosphere that a piece of writing creates within the reader.
E. Mood
F. Personification
G. Tone
H. Plot
14. Presents the final outcome of the story.
E. Falling Action
F. Central Conflict
G. Resolution
H. Exposition
15. The main struggle of opposing forces around which the plot revolves.
E. Falling Action
F. Central Conflict
G. Climax
H. Resolution
16. Introduces the situation, characters, and setting.
E. Rising Action
F. Resolution
G. Exposition
H. Central Conflict
17. A point where the conflict or tension hits the highest point.
E. Climax
F. Central Conflict
G. Rising Action
H. Inciting Incident
18. The event that unwinds the plot and leads to resolving the conflict.
E. Resolution
F. Central Conflict
G. Climax
H. Falling Action
19. The events that build up the plot and lead to the climax
E. Rising Action
F. Inciting Incident
G. Climax
H. Central Conflict
20. The event or decision that begins or introduces the story's problem/conflict.
E. Rising Action
F. Inciting Incident
G. Climax
H. Central Conflict
ANSWER KEY:
28. A
29. C
30. B
31. B
32. C
33. B
34. C
35. D
36. A
37. D
38. C
39. D
40. B
41. D
42. A
43. C
44. C
45. D
46. A
47. D
48. A
49. C
50. D
51. B
52. D
53. B
54. A
LITERARY ELEMENTS
11. C
12. C
13. A
14. C
15. B
16. C
17. A
18. D
19. A
20. B

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TEACHER WORK SAMPLE

Your First and Last Name: Erica Clark

Date Submitted: 4/23/18

District where you completed

Name of School Building

Content Area of your TWS: English Language Arts

TWS Unit Topic:

Grade Level of the

Pittsburg State University Teacher Work Sample 1

A. Narrative General Contextual Information for Community, District, and School

 Local government ( 1,262)

Pittsburg State University Teacher Work Sample 2

Families and Children.

Table 1.1 Class Contextual Information

Pittsburg State University Teacher Work Sample 3

Table 1.2 Student Characteristics for Whole Class

Pittsburg State University Teacher Work Sample 4

C. Sub- Groups/Students Information

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D. Narrative Implications for Sub-Group’s/Focus Student’s Instruction (limited to 1 page)

Pittsburg State University Teacher Work Sample 6

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A. Narrative Description of Range of Objectives and Rationale for Selection

B. State Objectives Here:

Obj. # Unit Objectives Level(s)

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C. Identify State Standards – Benchmarks Addressed by Unit Objectives

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Students will watch a short video

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Pittsburg State University Teacher Work Sample 12

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Narrative for Instructional Design

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Provide a copy of two complete detailed lesson plans in Appendix B.

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A. Narrative: Daily Teaching Reflections

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B. Classroom Management Plan

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C. Student Interaction and Engagement

Narrative: Analysis of Assessment

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H. Visual Representation of Disaggregated Data

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A. Narrative description of Successful Activities and future implications

Based on the analysis of all the assessment

B. Narrative description of Least Successful Activities and future implications

TABLE 4.1 Communication Log

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C. Narrative Reflection on Impact of Communications (limited to 1 page)

D. Narrative Reflection on Future Professional Development (limited to 1page)

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 “The Monkey’s Paw” illustration

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District Demographic Information

School Demographic Information

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