TWS Fetyko Complete

Running Head: TEACHER WORK SAMPLE
Teacher Work Sample: Early Mesopotamian Civilizations
Chad Fetyko
SEC/598 Secondary Student Teaching, Part A
11 November 2014

Teacher Work Sample: Early Mesopotamian Civilizations 2
A Unit on Early Mesopotamian Civilizations for 7th Grade Eastern Hemisphere History Class
Standard One: Contextual Factors
This unit is for a seventh grade Eastern Hemisphere History class which includes civics,
geography, and economics. The school schedule is broken into two blocks or “A” and “B” days.
The students are in the class for 85 minutes every other day. The classroom I am student
teaching in also includes a first period homeroom class, who returns for the sixth period for their
STEAM (science, technology, engineering, art, mathematics) class. This class is 55 minutes
long and consists of advanced students. The history class is a core class without any special
criteria for students to attend. The unit I designed encompasses the development of the first
civilizations in the Mesopotamian region. Students have instruction in the content vocabulary,
geography of the region, the history, and a small economic related lesson. There is also an
emphasis on getting students to use various historian terminology and sources.
The school serves about 500 students from a diverse semi-urban area. 55% of the
students at the school identify themselves as Hispanic, 22% as White, Non-Hispanic, 13% as
Black, Non-Hispanic, 2% as Asian or Pacific Islander, 1% as Native American, and 5% as
multiracial. The surrounding neighborhood is predominately apartments and town houses. At
this school, 85% of the students qualify as low income and for free or reduced price lunch. The
diverse culture can sometimes have an effect of student behavior as it can create a cultural
barrier; however, I have observed very little instances of this among students. The majority of
the teachers are white and female. This same demographic is true with the administrative and
support staff as well. There is a community liaison that is at the school most of the day to help
parents keep abreast of school events.

The students’ academic ability is a wide range from very low to advance as shown on the
school’s scores on the Transitional Colorado Assessment Program (TCAP) standardized test.
This school is a low performing school according to those scores, each of the past three years
scores have been on the rise. It received a “D” grade in academic proficiency in 2013 as well as
in growth, but there has been data to show improvement (Jack Swigert Aerospace Academy,
2013). Many of the teachers attribute the turnaround to the new principal (third year). The
history classes reflect the diversity of the demographics of the school. Class sizes range from 24
to 35. Many of the Spanish-speaking students have trouble with the content vocabulary as well
as Basic English grammar skills. One student in the third period class cannot speak or
understand English except for some very basic words. Many of the student’s parents also speak
English as a second language as well, which can make communicating with them if there are
issues at school or just to call and give a student status update. All the core classes emphasize
reading and writing each day as a way to increase student language art abilities. In addition to
English Language Learners (ELLs), there are 13 special needs students. A few with learning
disabilities, but the majority have behavioral issues. The school is short on staff to assist these
students within the mainstream classes and work based on the level of learning/behavioral need;
however, the school is in the process of hiring additional staff to meet student needs.

Standard Two: Learning Goals and Objectives
The learning goals for this unit on Ancient Mesopotamia are developed on the Colorado
academic standards for social studies and the desired outcomes by using inquiry, relevance and
application, and the nature of history. Within this history lesson, there are additional objectives
also included in the Colorado social studies standards, economics and geography, however, the
primary focus is students meeting historical objectives. The learning goals and objectives within
the unit will reflect the type of content and questions students will see on the Colorado Measures
of Academic Success (CMAS) social studies test, specifically use thinking like a historian in the
methodology in their studies of ancient Mesopotamia. To aid students, all lessons will have a
vocabulary component with the aid of pictures and context. The pictures will help the ELL
students understand the word as well as those with lower reading levels as this school has scored
in the lower bracket of Colorado schools with the TCAP testing. Seventh graders in Colorado
take the standardized test in the spring of 2015 (Colorado Measures of Academic Success:
Science and Social Studies, 2014). Students are expected to answer questions in which they
must interpret information and readings to draw conclusions to as well as find evidence within
the text in order to answer the questions successfully. Students will use mapping (geography)
activities as well as understand how economics play an important part of historical events and
eras.
The specific learning goals and objectives for this history unit are:
1. Students can analyze historical sources for accuracy and point of view while formulating
historical questions using such sources. Sources to include but not limited to art, artifacts,
eyewitness accounts, letters and diaries, artifacts, real or simulated historical sites, charts,

graphs, diagrams, and written texts of the different aspects of Ancient Mesopotamian
civilizations. (Colorado Academic Standard: Social Studies, History, 7, Concept 1b)
2. Students can explain how people interact and are interconnected over key periods or eras
of Mesopotamia. (Colorado Academic Standard: Social Studies, History, 7, Concept 2a)
3. Students can analyze the social, political, cultural, economic, and technological
development of ancient Mesopotamia. (Colorado Academic Standard: Social Studies,
History, 7, Concept 2d)
4. Students can describe the characteristics and distribution of physical systems, cultural
patterns and economic interdependence to make predictions. Topics to include but not
limited to environmental issues and cultural diffusion. (Colorado Academic Standard:
Social Studies, Geography, 7, Concept 1b)
5. Students can give examples that illustrate connections between resources and
manufacturing in Ancient Mesopotamian civilizations. (Colorado Academic Standard:
Social Studies, Economics, 7, Concept 2a)
6. Students can identify patterns of trade between places based on distribution of resources.
(Colorado Academic Standard: Social Studies, Economics, 7, Concept 2b)

Standard Three: Assessment Plan
The assessment plan for the unit is to ensure there is an assessment at the end of all
activities to assess whether students understood the main points of the instruction and activity
they just learned. I will primarily use formative assessments in which students also practice their
reading and writing skills as well as those skills, such as finding evidence to answer a series of
questions. This keeps in line with using content area subjects to help increase student language
arts skills. On occasion summative assessments will be used with smaller instruction with one
word or listing questions, but staying away from true-false and multiple choices questions (with
one exception). I will also use a pre-assessment for the lesson to see if students have any kind of
background knowledge on the unit’s topic. This will be primarily multiple choices to see if
students can recall any key terms, people, or places within the upcoming unit. In addition to the
eight multiple choices questions, the test will include at least two short answer questions to see if
students can reason out an answer. These can also assess student writing along with reasoning
skills as the answer will be a student’s opinion. Finally, at the end of each lesson I will try to
include a review game, such as Jeopardy. This activity will not only review what the students
just learned, but also previous lessons to refresh student knowledge.
The intent for the unit is for students to learn through project based lessons which are tied
to summative assessments. Students create their own learning tool for the use to answer the
questions on summative assessment. For example the timeline students create will be followed
by an assessment in which all the questions can be answered by using the timeline. If they put
together the timeline well, they should do well on the assessment. Both are graded as so. Other
assessments will involve identifying key points or words in text. Students then must use the
evidence to answer the questions for the assessment.

Learning Goals Learning Objectives Assessments Format of Assessment Adaptations
Learning Goal(s)
1-6
Students can answer
questions using prior
learning and reason
about different aspects
of Babylon and use
reason.
Students show mastery
of all important
aspects of ancient
Babylon.
Pre-
Assessment
Summative
Formal – Multiple Choice
(8), Short Answer (2)
Short Answer (SA),
Finding Evidence,
Opinion Based Question
SA
The short answer
questions are opinioned
based questions to see if
students could reason out
an answer without
instruction on the unit
topic.
Learning Goal 1 Students can create a
timeline in order to
show connections
between people,
places, and ideas of
Babylon.
Students can
understand how to use
a timeline.
Students can use a
document based
question about
Hammurabi to
understand how the
code affected ancient
Mesopotamia and
influenced other eras.
Students can create a
thesis from a question.
Formative
Performance
Summative
Formative
Timeline Activity
Post-Timeline Assessment
Hammurabi Document
Based Question (DBQ)
Finding Evidence
Assessment
Hammurabi DBQ
Analysis Assessment
Hammurabi DBQ Thesis
This allows the more
creative students to create
their own study guide.
Students use their own
work to find answers.
Modeled as necessary – I
do, We do, You do
This may be done as a
class for lower reading
level students.
The lower level
reading/writing students
will have a separate
breakdown (three parts) to
answer this question.
show connections
between people,
Babylon.
Students can
Formative
Performance
Summative
Timeline Activity

a timeline.
Students can describe
how a lack of
resources and trade
influenced Babylonian
society.
Students can use a
document based
question about
Hammurabi to
understand how the
code affected ancient
Mesopotamia and
influenced other eras.
Students can create a
thesis from a question.
Formative
Formative
Babylon Resource /
Geography Finding
Evidence Short Answer
Assessment
Hammurabi Document
Based Question (DBQ)
Finding Evidence
Assessment
Hammurabi DBQ
Analysis Assessment
Hammurabi DBQ Thesis
Modeled and broken into
small segments.
do, We do, You do
This may be done as a
class for lower reading
level students.
The lower level
reading/writing students
will have a separate
breakdown (three parts) to
answer this question.
show connections
between people,
Babylon.
Students can
a timeline.
how a lack of
resources and trade
society.
Formative
Performance
Summative
Formative
Timeline Activity
Babylon Resource /
Geography Finding
Assessment
small segments
Learning Goal 4 Students can
understand and use
basic economic terms.
Students can find
evidence within the
text on Babylonian
Summative
Formative
Babylon Economics
Vocabulary Assessment
Game
Babylon Economics
Finding Evidence Short
Answer Assessment
small segments
do, We do, You do

economics to show
mastery.
Students can use the
aspects of basic
economics and show
that using something
sold in Babylon.
how a lack of
resources and trade
society.
Formative
Performance
Formative
Babylon Economic
Textile
Assessment/Worksheet
Babylon Resource /
Geography Finding
Assessment
Collaborative – groups are
mixed based on abilities
small segments
Learning Goal 5 Students can
understand and use
basic economic terms.
Students can find
evidence within the
text on Babylonian
economics to show
mastery.
Students can use the
aspects of basic
economics and show
that using something
sold in Babylon.
how a lack of
resources and trade
society.
Summative
Formative
Formative
Performance
Formative
Babylon Economics
Vocabulary Assessment
Game
Babylon Economics
Finding Evidence Short
Answer Assessment
Babylon Economic
Textile
Assessment/Worksheet
Babylon Resource /
Geography Finding
Assessment
Class wide, Collaborative
do, We do, You do
Collaborative – groups are
mixed based on abilities
small segments
Learning Goal 6 Students can describe
how a lack of
resources and trade
society.
Formative Babylon Resource /
Geography Finding
Assessment
small segments

Pre-Assessment for Babylon
1. Hammurabi’s Code is:
A. A secret code the Babylonians developed to spy on Assyria.
B. A set of laws for the Babylonian Empire.
C. A secret handshake developed by scribes.
D. A new form of cuneiform developed only Babylon.
2. In the middle of the Babylon empire, this empire conquered Babylon:
A. Sumer
B. Assyria
C. Egypt
D. Persia
3. King Nebuchadnezzar had this hung around the city walls of Babylon:
A. The skulls of his enemies.
B. Hanging gardens in honor of one of his wives.
C. Statues in honor of the goddess Ishtar.
D. Pictures of the epics of Gilgamesh.
4. This conqueror defeated and ended the Sumer dominance and created the first empire:
A. Hammurabi
B. Gilgamesh
C. Xerxes I
D. Sargon
5. Hammurabi was able to develop a more efficient government by:
A. Regular taxes instead of plunder.
B. Fired all the government officials.
C. Created a police force.
D. Proclaimed him the god of the sun.

6. This group from the area that is now Turkey ended the first Babylon empire:
A. Hittites
B. Sumerians
C. Egyptians
D. Persians
7. This was the religious center of Mesopotamia, first the sacred city of the Sumerian god Enlil, the
Babylonians dedicated it to their chief god Marduk:
A. Kish
B. Nippur
C. Uruk
D. Ur
8. This activity was probably the most important aspect of the Babylonian empire:
A. War
B. Religion
C. Trade
D. Gladiator Fights
9. How do you think bitumen, a naturally occurring residue from oil found in Babylon, help them increase
trade with faraway regions?
10. Hittites refined making iron and chariots from Mesopotamian cultures, Babylonians took Sumer inventions
and improved on them, such as the concept of 60 for counting time as well as adapting cuneiform spreading
it throughout Mesopotamia and other cultures. Why or how do things spread throughout an entire region as
well as outside it?

Pre-Assessment Results
The use of the pre-assessment is intended to show if students have any prior or
background knowledge of the topic(s) in which they will receive instruction on Babylon as well
as the follow on unit on Assyria. The first eight questions are multiple-choice, which is not
recommended style of questions, however, I intentionally used more terms students will see in
later units to help build background on vocabulary. The last two questions are short sentence
answers in which students could possibly reason out an answer. On these two I wanted to see if
students could do this and if they could come close to the actual answer. When I created the
questions I already understood students probably did not know what bitumen was and what the
term cultural diffusion meant. The breakdown of the assessment by topics is:
1. Questions 1-7 are about historical aspects to include the contributions of Babylon.
2. Questions 5, 8, and 9 are about economics and trade.
3. Questions 2, 4, 7, and 10 are about connections within cultures and people of
Mesopotamia as well as geography.

700
600
500
400
300
200
100
0
Total Answers
Correct Answers
Percentage of Correct
SA Attempted
If I analyze the chart of above for how the students answered the questions correctly based on
each topic they all fall into around the 24-26 percentage range. The short answer question
change the results a bit, but if I look at the percentage of students who actually attempted the
short answer questions as opposed to those who left them blank, this is a good indicator there
are students advanced enough to reason out answers from unfamiliar topics. Although the
percentage is low of those who attempted (19%), the ones who did the short answers got it
correct at an 83%. Just looking at the overall results as well as just multiple choices question
results, the students scoring at a rate about one out every four indicates guessing more than
knowledge.
One other result not shown on the graph is the results by question. The two individual
questions students answered more correct over the other questions was number one
(Hammurabi’s Code) and eight (Trade). Students correctly got this question correct 23 out 62

times it was answered. A possibility of this is students’ equated code with law and the
importance of trade within cultures and societies. Other questions with specific historical
questions with unfamiliar terms, such as the Hanging Gardens of Babylon may need
background knowledge. Finally, looking at the incorrect answers student gave a pattern
emerges where they answered the questions using familiar terms from the previous Sumer
lesson. This indicates recall, albeit incorrectly in some instances.

Standard Four: Design for Instruction
All the elements of these lessons are found within the pre-assessment questions. All the
assessments, with the exception of the performance type (the creation of the timeline and the
textile project), are short answer questions. This relates to the two short answer questions on the
pre-assessment as the majority of students chose not to attempt an answer. I believe students can
answer the short answer type, but are intimidated or just lack the confidence to answer them. It
is my intention to expose them to as many of this type as possible. With each individual lesson
within the unit I use the “I do, We do, and You do” technique so students can see how it is done,
guides them through to get confidence, and then I can assess mastery on their ability to write
answers. Another aspect used is finding evidence and answering questions using the evidence,
but also making inferences. One problem I noticed with the students is they are not able to look
at a question and interpret it without seeing the answer in the text word for word. This is another
practice I would like to increase. The questions I created in the pre-assessment and the answers
for the choices were not picked accidently. There were, however, two which were straight
historical questions without clues. My intent was to see if they could possibly key on a word and
relate it to one of the answers in order to get it correct even without background knowledge on
Babylon. One out of four on average answered each question correctly, which may imply good
guessing, but about 25-30 % of the total students who took the assessment read at or above their
grade levels according to their TCAP scores.
The unit is designed as a logical format. An overall connection to previous and follow on
topics as well as specific segments covered in each unit, vocabulary, geography, economics, and
society to include people and contributions.

Day One Day Two Day Three
Topic Mesopotamia Timeline Mesopotamia Timeline Babylon Geography and
Resources
Learning
Target(s)
1-3 1-3 2-6
Description of
Activity
Introduction to the
concept of timelines and
how to create a timeline.
Model timeline creation
and application for the
dates required on the
student’s timeline.
“We do, you do” for
students (collaborative
pairs) to arrange 24 events
from Mesopotamia on
their timeline.
Students continue to
finish their timeline.
Once students are
finished with their
timeline, students are
briefly shown how to
use their timeline.
Students are given their
final timeline
assessment. Model (I
do) the first question.
Guide them (We do)
through the second
question on finding key
words and ensuring
they understand the
concept of BCE years.
Students finish (You
do) final questions with
their partner.
Students are introduced to the
geography of Mesopotamia
and how it compares to a
modern day political map.
This includes a review of
major geographical areas and
climate of Mesopotamia and
then Babylon.
Students do finding evidence
within text activity to answer
questions on Babylon and its
geography and resources.
Using the Active Inspire on
the Promethean Board,
students can see me model on
the same text they are reading
and working with.
Final assessment map short
answer worksheet
Description of
Assessment
Students create an
accurate timeline using all
24 events.
Timeline assessment of
five questions in which
the students must use
the timeline to answer
the question.
Final assessment worksheet
which uses a map for students
to answer questions about
Babylon and its resources
Objectives
Assessed
Students understand how
a timeline is arranged and
the concept of BCE as
well as how events are
connected in Ancient
Mesopotamia.
Students can create an
accurate timeline and
understand the events,
concepts labeled in
order to answer
questions that
concentrate on
connections in
Mesopotamia.
Students are assessed on their
ability to interpret information
on a map and make inferences
to answer questions in the
short answer form as well as
one related question in which
they must be able to research
an answer with Google.
Technology
Used
None – Construction
Paper, Pencils, Scissors,
Ruler, Worksheets
None – Construction
Paper, Pencils,
Scissors, Ruler,
Worksheets
Promethean Board, Active
Inspire Software, Student
Laptop
Non-tech – Worksheet, Pencil

Day Four Day Five Day Six
Topic Babylon Economics
Vocabulary
Babylon Entrepreneurship
Economics
Babylon Economics
Learning
Target(s)
4-5 4-5 4-5
Description of
Activity
Warm up activity on an
economic topic with an
opinionated type of
answer for discussion.
Using a Frayer model
vocabulary sheet,
students will be given
14 economic terms in
order to understand the
follow on lessons.
Students are given word
and definition. This is
followed by an
explanation and
examples.
Students play a review
game as a
reinforcement tool as
well as a quick informal
assessment of
understanding.
Warm up activity on an
economic topic with an
opinionated type of
answer for discussion.
Students are given the
reading “Entrepreneurship
in Mesopotamia”
centering on Babylon. I
read the first paragraph.
Then we discuss it as a
class. I will provide cues
to get them to discuss it as
well as identifying
vocabulary students may
be unfamiliar with. This
continues throughout the
reading (six paragraphs).
The classes with the lower
reading scores will be
guided on what to
underline to give them
cues to answer the
questions on the
assessment.
Review of economic
concepts students
previously learned in order
to apply to their
performance activity.
Using a performance
activity as a lesson
summary for Babylon
economics, students will
create their own textile.
This is a collaborative
activity (3-4 students per
group). Students will
design a textile and use the
concepts they learned in
order to calculate and cut
costs in order to make a
profit.
Description of
Assessment
On the Frayer
worksheet, students
must use the word in a
sentence that helps
them understand the
meaning outside of the
given definition.
Students are given six
questions which must be
answered in short answer
form. The questions come
from the text and are
arranged in order as well
as one per paragraph. The
questions are not worded
exactly as the text in the
reading; students must
make inferences to be
correct.
Students design and create
a model of their textile;
they use economic
concepts learned in the
lesson to minimize costs,
earn a profit, and compete
against other student
products.

Objectives
Assessed
Students understand
economic terms and can
use them in context. In
addition students
writing skills are looked
at.
Students can find
evidence within a reading
and interpret the text to be
able to answer questions
and understand economics
of Babylon. In addition to
historical knowledge and
reading skills, writing is
evaluated, but not
tabulated into the
student’s grade.
Students can use economic
concepts learned in the
lesson to minimize costs,
earn a profit, and compete
against other student textile
products.
Technology
Used
Promethean Board,
PowerPoint, Laptop
Non-tech – paper,
pencil
None – Worksheets,
Dry/Erase Board
Non-tech – paper, pencil
None – Construction paper,
Pencils, Worksheets,
Thread, Scissors, Tape,
Glue, Buttons

Standard Five: Instructional Decision Making
There are many times during the unit when a student’s or students’ learning caused me to
modify the original design for instruction. In fact, I modify lesson delivery or instruction on
every lesson I have taught. Some of the modifications were minor than others. It is usually
when something does not work nor has a seamless flow to the lesson during the first class
instruction for the day. It is important to note the differences in the academic ability and
achievement between the classes. Often modifications are made just based on this alone. The
two examples of modifications pertain to the first lesson of the unit and the last lesson in the unit.
Example One: The first instance of altering the instructional plan was during the first
part of the overall unit on ancient Mesopotamia where students reviewed the concepts of primary
and secondary sources. Students would work through a seven-page vocabulary worksheet that
includes an activity where students need to give examples of primary and secondary sources.
The lesson also includes a reading. The strategy behind the lesson is to use guided reading
practices and focus on vocabulary prior to this, so students are not surprised by what is deemed
as complex words within the text. The first instance of teaching this lesson, it was a bit difficult
as the students got hung up on the vocabulary. The first class overall is at the proficient or
partially proficient level on the reading and writing scores for the previous school year. The
class managed to get through the lesson, but because it took so long to get through the
vocabulary section, the students did not get to the assessment before the end of the period. The
next class which is more of a mixture of partially proficient and unsatisfactory students with a
few proficient students proved difficult to teach the vocabulary using examples and synonyms.
The students have virtually no background knowledge of the terms, which made getting to the
intent of the lesson on primary and secondary sources impossible. The entire class period is

spent on vocabulary. I knew for the third class of the day, the lesson would need to be modified
even more as the majority of this class is unsatisfactory with their reading and writing skills. For
this class, I just did vocabulary and did not worry about getting to the primary and secondary
source part of the lesson. My fears with this class were correct as the students barely made it
through the vocabulary part. The third class has three specific students within the class who can
barely understand what they are reading and display poor writing skills. One of these students
writes well, but her answer did not match the definition given (students would create their
sentence based off of the definition to convey meaning). A second student from the group of
three understood everything, but the writing skills were almost non-existent (no punctuation,
capitalization, missed spelled words, correct usage of words, etc.). I would need to teach the
lesson again the next day as the school is on an “A” and “B” day schedule so that I would need
to modify the lesson completely.
The modifications to the lesson were first to break it into smaller chunks. I made a
specific lesson for vocabulary, one for primary sources, and a formative assessment that is
collaborative. The second thing I did was make the lesson more student-centric and less direct
instruction. I changed the strategy of guided reading to the “I do, you do, we do” strategy. This
way I model, not only how to do the specific parts of the lesson, but also I model the thought
process to come up with the correct answer. The worksheet was now just a two-page worksheet
and nothing more than defining primary and secondary sources, followed by a more structured
Frayer model template for the remaining vocabulary. For the fifth period classes, the instruction
for the most part was entirely guided. The lesson still took most of the period to get through, but
I was able to keep all students together without any falling behind. The simpler lesson format,

the modeled instruction, and the student-centric activities made the lesson a success. The areas
in the vocabulary where students got stuck were no longer a barrier.
Example Two: The second example of changing instruction as a result of student
learning is on the final lesson for the Babylon unit with Hammurabi’s Code. The lesson ended
by students taking notes using the Cornell method on six paragraphs on Hammurabi, Babylon,
and Hammurabi’s Code. Once again, the fifth period classes struggled to fill out the notes
template I provided them. The other classes were able to fill out the template completely on the
reading. I modeled the first paragraph; we did the second paragraph as a class, and the students
finished the last four paragraphs individually. This method of instruction worked well for
second and third period classes, but not with fifth the period class. Once again, I modeled the
first paragraph; however, when we got to the second paragraph most students could not identify
the main thought of the paragraph, even with my help. I try not to pick certain students to
answer questions I ask because there are a few students who are at a much higher level
academically than the rest of the class. Their arms shoot right up when I ask questions. Usually,
I try to get others to answer questions as an indicator of understanding. I have four different
students I utilize for this method to check for understanding, each with varying difficulties in the
classroom, reading, writing, but mostly behavioral issues. On this occasion, I asked this
particular student what is the main thought of the paragraph, even going so much as reading the
sentence with the thought in it and emphasizing the keywords. I still was not able to fish out the
correct answer. Now, I go to my more academically advanced students to answer the question to
move on. At this point in the lesson, I realize I need to guide them through the remaining
paragraphs. We do the third and fourth paragraphs as a class. At this point, I let them go and
allow them to finish the last two on their own, but I do allow them to work collaboratively.

Throughout the unit, I have made modifications and adjustments to individual lessons
and instruction based on the learning abilities of the classes. Though modifications are made, I
have done so as to ensure students still stay at the relatively same pace. I offer the higher
academically students more detailed lessons, whereas the fifth period classes get simpler lessons,
but also making accommodations for the few advanced students an opportunity to do those
things the other classes do. The end of unit assessment follows the lesson in example two. Once
again, I made modifications to the assessment, but not in content of the assessment itself, but to
the level of input as the instructor I gave the students in order to complete the assessment. In the
other classes, I gave a few instructions, but not much explanation on how to answer the
questions. It was a simple examination, not too difficult, and the students were allowed to use
notes from example two. For the fifth period classes, I went over it very descriptive instructions
and worked through one with them as a class as well as a hint on the last question. The last one
took some higher order thinking to answer the question. This method seemed to work as overall
the “A” day fifth period class did very well.

Standard Six: Analysis of Student Learning
The pre-assessment and the end of unit assessment results show the students increased
their understanding of ancient Mesopotamia and Babylon. The graphs show the individual
student scores for period two on the “A” day schedule pre-assessment and end of unit
assessments. The first graph is the scores of each student. The second graph is the scores based
on a subgroup characteristic dent reading and writing proficiency. The third part is two students
with differing levels of performance. It is clear from analyzing the graphs that every student
improved his or her understanding during the unit instruction.
Chart A
100%
90%
80%
70%
60%
50%
40%
30%
20%
10%
0%
Period 2 "A" Day
ST1
ST2
ST3
ST4
ST5
ST6
ST7
ST8
ST9
ST10
ST11
ST12
ST13
ST14
ST15
ST16
ST17
Students (ST)
Pre-Assessment
Unit Assessment
Chart “B” looked at the results of the examinations but divided up by learning objectives
Assessment Score
/ goals. Looking at the data, the result of the final assessment is consistent on how the students
did on the pre-assessment. They scored higher on both occasions on the questions that fell under
learning goal four. Under learning goals five and six, there shows 100% for the end of unit

assessment, although these goals were assessed during a separate assessment following the
economic segment of the unit. The scoring for which differs from the unit assessment in it was a
collaborative performance assessment which contained two parts. The students created their
textile product, set a price, tracked expenses, adjusted their price and determined the profit. All
students succeeded at this assessment and got full credit in this class.
Chart B
100%
90%
80%
70%
60%
50%
40%
30%
20%
10%
0%
The result of each student is a higher score on the end of unit assessment than the pre-assessment.
Students gained anywhere from 30 to 70 percentage points (an average of 49%
increase) on their assessment scores over the course of the unit. Three students scored less than
70 (unsatisfactory) on the end of unit assessment but still showed a gain of 30, 40, and 40
percent. These results show that the instruction and activit ies throughout the unit were not too
difficult for the majority of the students, but at an appropriate level to still challenge them
academically.
Learning
Goal 1
Learning
Goal 2
Learning
Goal 3
Learning
Goal 4
Learning
Goal 5
Learning
Goal 6
Assessment Score
Period 2 "A" Day: Results as per Learning / Goals
Pre-Assessment
End Unit Assessment

The graphs below represent the same data as the previous graphs, however instead of
looking at the entire class as individual students; the students are grouped into subgroups based
off of the students’ TCAP scores for reading and writing. The results are not surprising in the
one student who is rated unsatisfactory in these skills scored lower than the rest of the class as
well as the proficient students scored highest. The difference between the partially and
proficient students is a subtle percentage (79% to 76%).
Chart C:
100%
90%
80%
70%
60%
50%
40%
30%
20%
10%
0%
Period Two "A" Day - Reading/Writing Skill Proficiency Subgroups
Student Learning Levels (number of students)
Average Pre-Assessment Score
Average Unit Assessment Score
The pre-assessment data for the subgroups is negligible at best as most of the students
Assessment Scores
had not been exposed to the material in previous grades on Ancient Babylon or Mesopotamia.
The questions, especially for learning goal three I would label as good guessing. On the end of
unit assessment, the correct answers follow the student’s abilities. The questions that pertain to
learning goal two, while in the reading where the students had to pull out the answers, these

needed for students to make inferences in order to answer them correctly. The others were
almost spelled out word-for-word.
Chart D:
100%
90%
80%
70%
60%
50%
40%
30%
20%
10%
0%
Period Two "A" Day - Reading/Writing Skill Proficiency Subgroups
Student Learning Levels (number of students)
Learning Goal Two Pre-Assessment
Score
Learning Goal Three Pre-
Assessment Score2
Learning Goal Two Unit
Assessment Score
Learning Goal Three Unit
Assessment Score2
I have chosen to compare Student A and Student B because of their academic levels have
Assessment Scores
the widest gap between any two students within this particular class.
Student A is a thirteen-year-old girl. She is a quiet student, who does her work without
much fuss, but does not necessarily volunteer answers, but when called on she usually can
answer correctly. Student A also has an “A” grade overall in the class for the first quarter.
Student B is a twelve-year-old girl has shown the ability to read, but struggles with basic
grammar, spelling, and writing skills. However, Student B always volunteers to read as well as
attempt answering questions given to the class during instruction. Student B also seems to
struggle with confidence. A few times she has raised her hand to answer a question than pulls it

down or says things like “never mind.” Student B has struggled with her classwork, but when I
am able to work with her one-on-one she can succeed at her work.
Student A had a score of 40 percent on her pre-assessment. Then, she got 100 percent on
the end of unit assessment. She increased her score 60 points between her pre and post-assessments.
Both assessments had ten questions on them, although the end assessment had a
two-part question. Student A showed she was more than capable on the end of unit assessment.
She was the only student in the class to not only answer all questions correctly, but even the final
question that needed students to use prior knowledge and mathematical skills. The question
asked how many centuries ago did Hammurabi live, when the reading the students had to pull
evidence from only gave years. This required students to convert the years into centuries, a skill
the class worked on ten weeks before.
Student B achieved only a 50 percent on her final assessment. On her pre-assessment she
only scored a 10 percent. Also, on the pre-assessment, she chose not to answer the two
opinionated short-answer questions. The remaining eight questions were multiple-choice, which
she was able to guess one correctly. Although Student B’s scores were lower, Student B made a
forty-point improvement on her post-assessment from her pre-assessment score. If you look at
the fact she guessed at the one correct answer on the pre-assessment, the fifty points she
achieved on the final assessment shows she is definitely capable as the majority of questions she
got correct were the short-answer form. Student B is also in the unsatisfactory level due to her
TCAP scores last school year as noted on charts C and D (student B is the only unsatisfactory in
this class).

Below are two artifacts of the student’s work. Student B’s work is the notes activity we
did before the end of unit assessment. Student A’s work is her end of unit assessment.
Although, these are different activities, Student B who normally struggles with her writing, has
well written notes comparable to the writing style and skill of Student A. The difference is
Student B did this with guidance, which goes back to my assertion Student B is capable, but
needs help to overcome either a learning issue or just a confidence issue. On her assessment, she
went back to short, sloppy answers.
Student B’s Notes:

Student A’s Assessment, Page One:

Student A’s Assessment, Page Two::

Student B’s Assessment, Page Two:

Standard Seven: Reflection and Self-Evaluation
The student teaching experience and the implementation of the Teacher Work Sample
(TWS) standards within my instruction shows the relationship between that instruction and
student learning. Applying and learning from the use of the standards of a TWS is a must in
order to improve my teaching skills.
The instructional strategies I used during the instruction are pre-reading, guided reading,
and post-reading strategies, focusing on vocabulary using various models, such as the Frayer
model, and primarily the “I do, You do, We do” strategy. This strategy concentrates heavily on
the use of modeling, which I feel contributed most to student learning during the instruction of
the unit on Ancient Mesopotamia and Babylon. The emphasis on vocabulary also contributed to
the effectiveness of the instruction to student learning. The modeling approach and continuous
use of key vocabulary terms helped develop background knowledge to build upon gradually
throughout the unit as to apply to the end of unit assessment, but also to the follow-on unit. One
of the key components of the curriculum, as well as a Colorado state standard, is building
connections through historical eras. I think one of the strengths of my instruction was to make
relevant connections to the student’s world and the ancient one.
The instructional unit had several barriers to achieving learning results, many of which of
these were under my control and my responsibility as a teacher. At the beginning on the unit, it
was my inexperience designing lesson plans for students of this age and ability which led to a
learning barrier. I wrote a complicated lesson with several different aspects to it that looked
good on paper, but difficult to implement under real-world conditions. I quickly realized, the
simpler, smaller the lesson, the better it would work for the students. Also, less direct-

instruction, more student-centric type of learning and activities. Often students would lose focus
after about ten minutes of direct type of instruction. A second barrier was disruptive students. I
believe I grew in my ability to handle such situations with better implementation of classroom
management strategies; however, there were always challenges. Many times, it was only two-three
students who were disruptive, but it was enough to inhibit the learning of the entire class on
a few occasions. Classroom disruptions, I would rate as the number one barrier to student
learning. If it did not affect the individuals acting out, as they would not listen to instruction, it
affected other students around them by taking their focus away, but mine as well. If I am too
busy concentrating on correcting disruptive behavior, I am not teaching as much as I need to be.
Finally, a third barrier is less controlled by me as a teacher, but more about the students. I am
talking about learning shortcomings from their previous school experiences. Many students
seem to lack basic academic skills they should have by the seventh grade, such as basic
mathematical and writing skills.
It is hard to say what I would do differently to improve student learning. I know I would
arrange the room a bit different than the style of four desks together. I do prefer collaborative
student activities, but students facing each other gave me the impression it was too much of a
distraction for these students. I think I would group them in twos, side by side. I also would
prefer to do more project-based learning as well as a more flipped-style of classroom learning.
My goal would be for students to teach themselves through presentations and discussions and I
would simply act as a facilitator and a person for students would receive guidance and
information. One aspect of my teaching I know I would like to improve is taking my ability to
connect and engage students in my one on one time, but do this as an entire class. A lot of times,
I am able to convey the instruction better when I stop and talk to students individually or in

smaller table groups. It just seems more effective this way. If anything, I would design more
student work to be able to teach this way instead of to an entire classroom at once.
In assessing the extent to which I met the work sample standards, specifically on my key
areas of strength and weakness, I know I need to apply data more in order to differentiate
instruction. I believe this will impact the learning of all students better. In the student teaching
experience, it was harder to make specific changes to overall instruction. In my classroom, I
would track data better in order to make individual growth plans for my students. In this
instance, I was more applying differentiated instruction to entire classes as opposed to individual
students. I know after teaching this unit on Ancient Babylon, I am able to take a topic I was not
too familiar with and made it one I could teach. At the same time, I need to continue to pursue
improvement, not only with the art and science of teaching, but with my own content knowledge
to be an expert for students. The class in almost every instance used language art skills as well
as on occasion mathematics and art, which means I need to stay or become knowledgeable in
these subjects to teach core competencies in my content area.

References
Jack Swigert Aerospace Academy. (2013). Retrieved from Colorado School Grades:
http://coloradoschoolgrades.com/SchoolReportCard.aspx?sid=8457M
Jack Swigert Aerospace Academy. (2014, May 2). Retrieved from Great Schools:
http://www.greatschools.org/colorado/colorado-springs/4159-Jack-Swigert-Aerospace-
Academy/
Swigert Aerospace Academy School. (2011). Retrieved from Swigert Aerospace Academy
School: http://swigert.d11.org/pages/default.aspx

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