Work Sample 2 - Eoc and Crucible

CARSON-NEWMAN UNIVERSITY
Teacher Work Sample

Student Teacher Name __Megan Whitehead_(Megan Slomski)______________________
School/Grade/Subject _11
th
Grade English III_______ Date _3/8/13-3/18/13___

Teaching Context

Provide a description of classroom characteristics that includes:
I am placed in a 11
th
Grade English III classroom. The school is on block scheduling.
However, the 11
th
grade English and History classes are organized in a flex schedule format.
The two classes are held at the same time and students attend each class on alternating days (For
example, A classes have Engish on one day, History the next, then English again, etc. B
classes run History, English and then History again). These classes run through both semesters. It
takes two days to teach all four class periods.
Class begins with role. Students are expected to turn in material before the bell rings,
though many turn it in afterwards. Once role is taken, there very little amount of structure.
There is a Promethean Board in the classroom, as well as two laptops (for the teachers
use only). There are two blackboards. Pencil sharpener, hole punch, make up work and other
assignments are found on the bookshelf on the side of the room. There is another bookself with
dictionaries, harbrace handbooks, and a few misc. books towards the back of the room. A
bulletin board in the back of the classroom has images of book covers (based on the classes
reading selections). A large blackboard in the back of the room is available for students to ask
questions concerning the material covered in class. On one side wall, the teacher has posted (on
large sheets of laminated paper) the EOC Reporting Categories and, on the other, the State
Standards.

During this class, the aid helps the student with Autism, taking notes on/addressing any behavior
problems and keeping him on task.

Identify the student characteristics:
Ages
Number of students enrolled in class __21___
Number of males/females __9___ __12___
Number of students typically present each day __17___
Number of ESL students in class ___0__
Number of students in class with IEPs ___1__
Number of 504 identified students in class ___unknown__
Number of student on free or reduced lunch ___unknown__
Number of students in supplementary programs (Title I, gifted) ___na__
Level of diversity by category (low, medium, high)
Ages ___medium__
Languages ___low__
Achievement/Developmental Levels ___high_
Cultures ___medium__

Describe any special circumstances that are relevant to this work sample.
Due to EOC time constraints, I had very little imput in the lesson material or format. The
flipcharts used in these lessons were created by the teacher for me to use. I was unable to utilize
any of my own resources concerning the topics covered. The first three objectives were review
rather than new material; with The Crucible objectives, however, I was able to take her materials
and create my own objectives based on her preset activities.

This class has one student with Autism. He has an aid that comes with him to class to coach him
with his social skills. The lessons are differientated for him, primarily in the way of extra
scaffolding with thinking and questioning.

Describe any adjustments made to accommodate one of more of the diversity categories
learners identified on the cover page of the work sample:

Learning is altered as needed to match students achievement levels and abilities. Scaffolding,
thinking skills, questioning, etc. is constantly modified throughout the lesson to best fit the
students abilities, comprehension and paceing of both the class and individual students.

Most material is presented in multiple learning styles. Students have their EOC practice test
booklets in front of them while we go over the cooresponding questions on the Promethean
board. The questions are also presented orally.

Students have their own copy of The Crucible. The same text is available on Kindle and
projected on the Promethean board when discussing the text specifically. The video of The
Crucible was also shown to aid visual learners as well as those will a lower reading
comprehension.

CARSON-NEWMAN COLLEGE

Student Teaching

WORK SAMPLE UNIT AND LESSON PLANS

Student Teacher Name____Megan Whitehead_______________________________________

School/Grade/Subject ___Jefferson County High School, 11
th
Grade English III___

Date of Lessons _3/8/13-3/18/13___

Work Sample Description

1. Topic

The Crucible and EOC Review (Reporting Categories 1-3)

2. Length of Unit/Brief Unit Description

The Crucible unit began before I started my placement. My involvement in the unit consisted of
roughly two weeks. In those two weeks, we covered Act 3 and 4 of The Crucible, Reporting
Categories 1, 2, and 3 for the EOC, as well as the pre- and post-assessments. Class meets every
other day for 90 minutes. Due to the lack of time available, each 90 minute period was split into
45 lessons: 45 minutes for EOC review and 45 minutes for The Crucible. There were a total of 4
days spent on assessment: 2 days for the pre-assessment (so both A and B classes could test) and
2 days for the post-assessment (for both A and B). Due to the time restrictions, the 45 minute
lessons will be considered to be full lessons as I have not been given enough time to complete
more material. I have included the plans that best display my objectives and the goals I wished to
accomplish.

3. Unit Goals/Objectives and a brief description of their relationship to the TN State
Content Standards

Unit Goals:
1. Students will increase their EOC practice test scores on Reporting Categories 1-3 by 5
percent. This connects the State Standards to the classroom as students review each
standard and the coorelating EOC questions.
1. Students will demonstrate an increased understanding of Tragic Hero, Mass
Hysteria/cultural anxiety, authorial characterization, plot comprehension, etc. These
connect to SPIs 3003.7.1, SPI 3003.7.6, SPI 3003.8.2 and PI 3003.8.3.

Objectives:
2. Students will display an increased understanding concerning Reporting Category 1:
Language for the EOC. SPI 3003.1.1 3003.1.13
Writing and Research for the EOC. SPI 3003.3.1 3003.4.6
Communication and Media for the EOC. SPI 3003.2.1 3003.2.6 and 3003.7.1
3003.7.6
5. Students will demonstrate an understanding of the historical elements, facts and cultural
reprocussions of the Salem Witch Trials.
a. SPI 3003.7.6 Consider the treatment of a particular subject or event in two or
more media.
6. Students will demonstrate an understanding of the characters, plot, and histocial context
of Arthor Millers drama, The Crucible.
a. SPI 3003.7.1 Draw inference from a non-print medium.
b. SPI 3003.7.6 Consider the treatment of a particular subject or event in two or
more media.
c. SPI 3003.8.2 Differentiate among verbal, situational, and dramatic irony.
d. SPI 3003.8.3 Identify and analyze how author reveals character.

The objectives are based on the Tennessee State standards. The goals derive from these
objectives. The goals are broad and immeasurable. The objectives are measureable but without a
set expectation, motivating students to continually meet a higher goal.

Unit Plans

I. OVERVIEW

This unit covers The Crucible, a play by Arther Miller as well as EOC review questions. The
class will wach the play, occasionally read the play aloud, engage in discussion, and
complete Act study questions. This unit is covered from Late Feburary until EOC, near the
end of April. I was only privy to small sections of the teachers unit. I was able to teach a
small part of Act 3 as well as EOC review.

The selected source material allows for a comparison and contrast between the screenplay
and the text. The content and context of the play allows for the integration of other
disciplines, such as history and cultural phenonenom, such as cultural anxiety and mass
hysteria. The play contains strong examples of conflicts, character evolution and authors
purpose.

o Holts Elements of Literature, Common Core Teachers Edition, American
Literature.
o Teacher made resources: EOC review flipcharts
o 2 EOC practice tests (pre-assessment and post-assessment materials)
o Scantrons and key to grade practice tests
o The Crucible, on Kindle app on computer to project on Promethean
o The Crucible, on DVD to play vis Promethean.
o Teacher made resource: Study questions
o Teacher made resource: Crucible Test
o EOC Reporting Categories Sheet or pink sheet (students have had this sheet all
semester)

II. UNIT GOALS AND OBJECTIVES

Unit Goals:
2. Students will increase their EOC practice test scores on Reporting Categories 1-3 by 5
percent.
3. Students will demonstrate an increased understanding of Tragic Hero, Mass
Hysteria/cultural anxiety, authorial characterization, plot comprehension,

Objectives:
Language for the EOC. SPI 3003.1.1 3003.1.13
Writing and Research for the EOC. SPI 3003.3.1 3003.4.6
Communication and Media for the EOC. SPI 3003.2.1 3003.2.6 and 3003.7.1
3003.7.6
10. Students will demonstrate an understanding of the historical elements, facts and cultural
reprocussions of the Salem Witch Trials.
a. SPI 3003.7.6 Consider the treatment of a particular subject or event in two or
more media.
11. Students will demonstrate an understanding of the characters, plot, and histocial context
of Arthor Millers drama, The Crucible.
a. SPI 3003.7.1 Draw inference from a non-print medium.
b. SPI 3003.7.6 Consider the treatment of a particular subject or event in two or
more media.
c. SPI 3003.8.2 Differentiate among verbal, situational, and dramatic irony.
d. SPI 3003.8.3 Identify and analyze how author reveals character.

III. Unit Organizer

Lesson Length Objectives Assessment Activity Description Special
Features
EOC
Review:
Reporting
Category 1:
Language
45 min. Objective 1:
Language

Students are assessed
orally on both the
applicable questions as
well as test taking skills.
Students have previously
written their names on
popsicle sticks. When
their name is drawn, they
complete the expected
activity/question:
answering the EOC
question, explain how
they got their answer,
reviewing key terms
found in the question or
in the cooresponding
SPI.

Beginning of lesson:
students aid teacher
in passing out EOC
test booklets with
student answers
previously marked in
them. While tests are
being passed out,
teacher explains that
the class will be
going through the test
booklets in order of
the Reporting
Category SPIs. In the
book, students will
mark SPIs by each
question. Teacher
will cover each
question, asking
detailed questions to
promote thinking
stratigies and
problem solving for
the test.

EOC
Review
Flipchart on
Promethean
Board.

Features
EOC
Review 2:
Communica
tion and
Media
Communicati
on and Media
orally on both the
Students have previously
written their names on
popsicle sticks. When
their name is drawn, they
complete the expected
activity/question:
answering the EOC
question, explain how
they got their answer,
reviewing key terms
found in the question or
in the cooresponding
SPI.

Beginning of lesson:
students aid teacher
in passing out EOC
test booklets with
student answers
previously marked in
them. While tests are
being passed out,
teacher explains that
the class will be
going through the test
booklets in order of
the Reporting
Category SPIs. In the
book, students will
mark SPIs by each
question. Teacher
will cover each
question, asking
detailed questions to
promote thinking
stratigies and
problem solving for
the test.

EOC
Review
Flipchart on
Promethean
Board.

Features
EOC
Review 3:
Writing and
Research
EOC Review
3
orally on both the
In groups, students will
record material covered.
Students will be formally
assessed with an EOC
practice test covering
reporting categories 1-3.
Students are grouped.
Each group is given a
question from the
EOC review for the
day. The group has 5
min. to discuss,
research and
formulate an answer
to share with the
class. After each
group has shared
their information, the
process is repeated.
Incentives are given
in the form of bonus
point definitons. THe
opportunity is given
to the groups who
EOC
Review
Flipchart on
Promethean
Board.
finish before the 5
minute mark.

Features
The
Crucible,
Begin Act 3
Video
Salem
orally throughout the
lesson. Their names are
drawn randomly via
popsicle sticks. They are
encouagred to participate
in discussion. They will
complete study questions
on their own time and
will have a summative
assessment in the form of
a comprehensive test.
Teacher led
discusson/recall of
past events
concerning the first
two acts. Watch
movie. Discuss.

Watch The
Crucible via
the
Promethan
Board.
IV.
Features
The
Crucible,
Act 3
The Crucible
orally throughout the
lesson. Their names are
drawn randomly via
popsicle sticks. They are
encouagred to participate
in discussion. They will
complete study questions
on their own time and
will have a summative
assessment in the form of
a comprehensive test.
This lesson recalls
previous information
and encourages
students to predict
future events. The
Act 3 study questions
are the basis for the
lessons structure.
Students may ask any
questions they have
concerning the
material. Questions
will be opened for
discussion.
Mr. Hoyes
IB website.

LESSON PLANS
Jefferson County High School Lesson Plan Template
Teacher: Megan Whitehead
Grade/Subject: American Literature, 11
th
Grade
Unit: The Crucible/EOC Review
Lesson Title: EOC Review: Standard 1 Duration: 45
minutes
STATE STANDARD(S)
Identify what you want to teach. Reference State, Common Core,
ACT College Readiness Standards, and/or State Competencies.

This lesson covers Reporting Category 1for the English III TCAP EOC. The SPIs covered in this
lesson range from SPI 3003.1.1 3003.1.7 (Language). Though either MLA or APA (or both)
may be taught to satisfy these SPIs, the primary writing style for this class is MLA.

LESSON OBJECTIVE
Clear, Specific, and Measurable NOT ACTIVITIES
Student-Friendly: "The student will"
Explicitly Stated for Students

Students will review the EOC practice test materials for Reporting Category 1.
Students will analyze material and reason to find the correct answers.

ASSESSMENT/EVALUATION

Measures Student Mastery In More Than Two Ways
Aligned with the Lesson Objective
Includes Measurable Formative and Summative Assessments
Requires Written Task

Formative: Teaching will orally assess student knowledge and progress through questions and
some classroom discussion. Students are asked to answer randomly selected questions. Popsicle
sticks with the students names on them are pulled to maintain consistency and create a whole
class assessment environment.

Summative: Students were given a practice EOC to assess current student understanding.
Students were given a mid-summative assessment with an EOC Practice Test over the first three
Reporting Categories. Students will take the EOC on May 2
nd
.
MATERIALS
Rigorous & Relevant

2 EOC Practice Tests ( the first contains student answers marked in; the second is for the1-3
reporting categories assessment)
Pencil
Promethean Board: Flipchart on Standard 1 for the EOC Reporting Categories with coordinating
questions from
Popsicle Sticks with student names
TCAP EOC Reporting Categories Sheet (Pink Sheet)

ACTIVATING STRATEGY
Hook
Essential Higher Order Question(s)
Activates Prior Knowledge
Real-World Connections
-5-7 min. -

Pass out booklets.
Review the process for EOC review.
Teacher will inform students that the next EOC practice test will be on Thursday, April 25.

INSTRUCTIONAL PLAN
Step-by-Step Procedures and Times
Modeling Strategy I Do
Planned Questioning (Knowledge/Comprehension, Application/Analysis,
Creation/Evaluation)
Multiple Thinking and Problem Solving Strategies
Grouping Strategies
Differentiated Instructional Strategies to Provide Intervention &
Extension

Briefly review the process: We will be covering the entire test over the course of several days,
but in order of the CRT Reporting Categories. Today we are covering Reporting Categories 1
and 2. The question number will be on the board.
(35 min.)
Teacher will review each question, spending more time on the questions answered incorrectly.
Students will be called upon to answer questions and give reasoning for answer.
Lesson will progress based on the depth of coverage/discussion. Student feedback will be used to
pace lesson.
GUIDED & INDEPENDENT
PRACTICE
We Do-You Do
Student Work Encourages Higher Order Thinking & Problem
Solving
Relevance to Students' Lives
Differentiated Strategies for Practice to Provide Intervention &
Extension

Guided Practice: As we go through the questions, students will be asked a variety of different
questions for guided practice.

Independent Practice: Students will review their answers, mark their notes, remarks, etc. in their
booklets. Once the review is complete, students will take booklets home as a study guide.

CLOSURE

Reflection/Wrap-Up
Summarizing, Reflecting, Restating, Connecting
Provides for Student Engagement

(3-5 min.)

Teacher will summarize information covered in the lesson. Teacher will ask students if they have
any questions.

Teacher asks students to give feedback concerning lesson. Is the material covered relevant? Is
the instruction style aiding students in the review of the material?

Teacher will collect booklets.

NOTE: Lunch will be taking place approx. 30 min. into the class period.

th
Grade
Lesson Title: EOC Review: Standard 2 Duration: 45
minutes
STATE STANDARD(S)

This lesson covers Reporting Category 2 for the English III TCAP EOC. The SPIs covered in
this lesson range from SPI 3003.3.1 3003.4.6 (Writing and Research). Though either MLA or
APA (or both) may be taught to satisfy these SPIs, the primary writing style for this class is
MLA.

LESSON OBJECTIVE

Students will review the EOC practice test.



some classroom discussion. Students are asked to answer questions through choosing randomly,
voluntarily student participation, as well as teacher chosen.

Summative: Students will be summativly assessed with an end of unit EOC Practice Test.
MATERIALS
Rigorous & Relevant

EOC Practice Test (with student answers marked in)
Pencil
Promethean Board: Flipchart on Standard 2 for the EOC Reporting Categories with coordinating
questions from Practice Test.

ACTIVATING STRATEGY
Hook
-5-7 min. -

Pass out booklets.
Explain the process for EOC review (detailed below).

INSTRUCTIONAL PLAN
Grouping Strategies
Extension
Pass out EOC practice tests.
Explain the process: We will be covering the entire test over the course of several days, but in
order of the CRT Reporting Categories. Today we are covering Reporting Category 2. The
question number will be on the board.
-35 min.-
Teacher will review each question, spending more time on the questions answered incorrectly.
Students will be called upon to answer questions and give reasoning for answer.
Depending on the depth of coverage/discussion, we may not finish Standard 2 in this lesson. If
that is the case, we will resume review in the next lesson.
PRACTICE
We Do-You Do
Solving
Extension

Guided Practice: As we go through the questions, students will be asked a variety of different
questions for guided practice.

Independent Practice: Students will review their answers, mark their notes, remarks, etc. in their
booklets. Once the review is complete, students will take booklets home as a study guide.

CLOSURE

Reflection/Wrap-Up

-Remainder of lesson time-

any questions.

Teacher will collect booklets.


th
Grade
Lesson Title: EOC Review: Standard 3, Writing and Research Duration: 45
minutes
STATE STANDARD(S)

This lesson covers Reporting Category 3 for the English III TCAP EOC. The SPIs covered in
this lesson range from SPI 3003.3.1- SPI 3003.5.14. Though either MLA or APA (or both) may
be taught to satisfy these SPIs, the primary writing style for this class is MLA.

LESSON OBJECTIVE

Students will review the EOC practice test, focusing on Reporting Category 4.
Students will work together in organized groups to formulate answers and reasoning.



some classroom discussion. Students are asked to answer selected questions in groups.

Summative: Students were given a practice EOC to assess current student understanding.
Students will be summativly assessed with an EOC Practice Test on April 25.
MATERIALS
Rigorous & Relevant

2 EOC Practice Tests ( the first contains student answers marked in; the second is for post-
assessment)
Pencil
Post-its with student names/group names attached.
Questioning sheets for accountability purposes.
Promethean Board: Flipchart on Standard 3 for the EOC Reporting Category with coordinating
questions from Practice Test.
TCAP EOC Reporting Categories Sheet (Pink Sheet)

ACTIVATING STRATEGY
Hook
-5-7 min. -

Pass out booklets.
Teacher will inform students that the next EOC practice test will be on Thursday, April 25 (their
next English class period).
Teacher will review the structure of group work in the classroom and go over expectations.
-Roles
-Questioning sheets
-SPIs in practice booklet

INSTRUCTIONAL PLAN
Grouping Strategies
Extension
Select two students to pass out EOC practice tests to their classmates.
Take roll.
(5-6 min.)
Groups will be given a questioning sheet for their questions. Teacher will give each group 4
minutes to complete their question. Students with the leader role will keep group on task.
Student with the secretary role should write the explanation on the questioning sheet. Students
with the speaker role will present material to the class. All students will annotate their thoughts
in their practice booklet.
(5-10 min.)
Once groups have completed their question, we will look at the flipchart. When the
corresponding question appears on the chart, the speaker for the corresponding group will
explain the question and the reasoning needed to find the correct answer. All students should
annotate notes/SPI number in their practice tests.
(10-15 min.)
Once the first set of questions is completed, the second set of questions is handed out and the
process is repeated. Students answer questions and share material with the class.
(10 -15 min.)
Process is repeated for the third time.
Lesson will progress based on the depth of coverage/discussion.
PRACTICE
We Do-You Do
Solving
Extension

Guided Practice: In previous lessons, students have been breaking down these types of questions
the past few weeks. Teacher will provide aid and scaffolding as needed.

Independent Practice: Students in groups will review answers, annotate notes, fill out questioning
sheet and share material with the class. Once the review is complete, students will take practice
test home as a study guide for the EOC.

CLOSURE

Reflection/Wrap-Up

(3-5 min.)

any questions.

Teacher asks students to give feedback concerning lesson. Is the material covered relevant? Is
the instruction style aiding students in the review of the material?

Teacher will instruct students to make stacks of practice tests, questioning sheets and sticky
notes.
Students will rearrange desks to original position.


th
Grade
Lesson Title: The Crucible, Beginning Act 3 Duration: 45 minutes
STATE STANDARD(S)
Primary Standard:
SPI 3003.7.6 Consider the treatment of a particular subject or event in two or more media.

Sub Standards:
3003.8.1 Analyze a literary work, using the characters of the literary time period that it
represents.

3003.8.4 Identify and analyze how the author reveals characters (i.e., what the author tells us,
what the characters say about him or her, what the character does, what the character says, what
the character thinks).

LESSON OBJECTIVE

Students will recall previous information regarding The Crucible and share information with
their classmates in a whole group setting.
Students will infer from current events and predict and speculate about possible future events
concerning The Crucible.
Students will engage in brief class discussion concerning material covered in the lesson.



classroom discussion. Students are asked to answer questions through choosing randomly,
voluntarily student participation, as well as teacher chosen.

Summative: Students will be assessed at the end of Act 3 with Act 3 Study Questions (attached).
At the end of the play, students will be assessed through a written unit test as well as a
research/presentation project.

MATERIALS
Rigorous & Relevant

Promethean Board: play video
The Crucible (video)
The Crucible (play by Arthur Miller)

ACTIVATING STRATEGY
Hook

5-7 min.

Teacher will call on students to recall information concerning Act 2 of The Crucible. These
questions range from basic recall to higher order analyzation, prediction, and application to real
world.

Some of the questions may be as follows:
What happened at the end of Act 2? (Elizabeths arrest, John pressures Mary to testify, etc.)
Who was arrested for witchcraft? (Elizabeth)
What did they find in the Proctor household? (a poppet/doll)
Who was responsible for the arrest? (Abigail)
What is John and Elizabeths relationship like at this point?
What about John and Abigails relationship?
What do you think Mary Warren will do about Elizabeths arrest?
What are some of Mary Warrens options?
What would you do if you were Mary Warren?
What do you think will happen to Elizabeth?
What else do you think will happen?

INSTRUCTIONAL PLAN
Grouping Strategies
Extension

5-7 min. Hook: Discussion
30 min. Watch Act 3 of The Crucible.
Remaining time: Discuss the events which transpired in the movie. (This decision depends on
how far we get into the movie)
Did events unfold the way students expected?
What happened?
Tell me about Mary Warrens personal conflict.
Discuss how relationships between characters has changed (John and Elizabeth, Abigail
and John, etc.)
Predict: What might happen next? How might relationships continue to change?
PRACTICE
We Do-You Do
Solving
Extension

Teacher leads class discussion over video (and later, the play text) as guided practice.

Students will complete Act 3 study questions as independent practice. These questions are built
on higher level thinking skills and require quotes and MLA textual citations.

CLOSURE

Reflection/Wrap-Up

Remainder of time: Teacher led discussion concerning the new information from the video.
Teacher will ask students about new material and ask them to predict future events.

Students are given the opportunity to write any remaining questions on the question wall in the
back.


th
Grade
Lesson Title: The Crucible, Act 3 Duration: 45
minutes
STATE STANDARD(S)
SPI 3003.7.1 Draw inference from a non-print medium.
SPI 3003.7.6 Consider the treatment of a particular subject or event in two or more media.
SPI 3003.8.2 Differentiate among verbal, situational, and dramatic irony.
SPI 3003.8.3 Identify and analyze how author reveals character.

LESSON OBJECTIVE

Students will engage in brief class discussion concerning material covered in the lesson.



classroom discussion. Students are asked to answer questions through randomly selection,
voluntarily student participation, as well as the popsicle sticks.

Summative: Students will be assessed at the end of Act 3 with Act 3 Study Questions (attached).
At the end of the play, students will be assessed through a written unit test as well as a
research/presentation project.

MATERIALS
Rigorous & Relevant

Mr. Hoyes website (via Mrs. Belliveaus website)

ACTIVATING STRATEGY
Hook


INSTRUCTIONAL PLAN
Grouping Strategies
Extension



PRACTICE
We Do-You Do
Solving
Extension

Teacher leads class discussion over video and play text as guided practice.

Students will complete Act 3 study questions as independent practice. These questions are built
on higher level thinking skills and require quotes and MLA textual citations.

CLOSURE

Reflection/Wrap-Up

Teacher will ask students about new material and ask them to predict future events.

Students are given the opportunity to write any remaining questions on the question wall in the
back.

Teacher Work Sample

Student Teacher Name __Megan Slomski_________________________________________
School/Grade/Subject _Jefferson County High School, 11
th
Grade, English III__ Date
_2/7/13________

Assessment Plan

1. Describe your pre-assessment method(s) and be sure a copy of the test, rubric, or
assignment is included in the unit when you turn it in.
The pre-assessment consisted of an EOC practice test. This test is found on the TN state
department, labeled as English III, test one
(http://www.tn.gov/education/assessment/doc/ENGIIIPRATEST2011.pdf) and is comprised of
strictly multiple choice questions. The pre-assessment was scored on scantrons. Since I came
into the classroom after the class had started reading The Crucible and my teacher deemed there
to be no time for unnecessary pre-testing, there was no pre-assessment for The Crucible. I felt
that this was acceptable since the students would have limited knowledge concerning the content.

2. How did you use the results of the pre-assessment to modify your unit and lessons
for the whole class or for specific students?
I made sure to note the things the majority of students struggle with. I addressed many of
these in the lessons specifically. Only a few alterations were made. Overall, the pre-assessment
showed me what I expected. I made sure to address some of the individual questions that a
majority of students struggled with.

4. Describe your post-assessment method(s) and be sure a copy of the test, activity, or
assignment is included in the unit when you turn it in.

http://www.tn.gov/education/assessment/doc/EOC_English_III_PT_FM_1_030513.pdf
The post assessments comprised of a multiple choice EOC practice test (link is listed
above) and a teacher made Crucible Exam. The Crucible Exam includes multiple choice, quote
id, true/false, etc. The Crucible Exam is found at the end of this Work Sample.
As I graded the initial set of post-assessments, I discovered that several questions had a
very low percentile of correct answers. I removed those questions from the test before I scored
them.

4. Describe what else you did informally or formally during the course of the lesson(s)
to assess student understanding.
Discussion is found throughout each lesson for both The Crucible and EOC Review.
Act Three Study questions
EOC Review

5. How do you know that your objectives, pre-assessment, instruction, and post-
assessment were aligned (consistent with each other)?
I based my pre and post assessments on the objectives. These objectives were taken from
the Tennessee State Standards for the grade level and subject.

Teacher Work Sample Data Sheet

Student Teacher Name ____Megan Whitehead________________________________________

School/Grade/Subject _Jefferson County High School, 11
th
Grade American Literature_______

Date __3/8/13-3/18/13_______

Student Demographics/Total Assessment
Student
Name
Gender Job? Born and
Raised in
Jeff Co?
Bus or
Car
rider?
Total
Pre-
Assmnt
Total
Total
Post-
Assmnt
Total Gains Mastery
Kevin M Yes No Car 49% 87% Pos Yes
Steven M No Yes Car 78% 69% Neg No
Hallie F No Yes Bus 78% 87% Mt Yes
Katelynn F No No Car 80% 81% Mt Yes
Molly F Yes No Bus 69% 79% Pos Yes
Mandy F No No Car 80% 83% Mt Yes
Jordan M No No Bus 66% 87% Pos Yes
Arika F No Yes Car 53% 85% Pos Yes
Lauren F No Yes Bus 64% 62% Mt No
Sara F Yes No Car 80% 69% Neg No
James M No No Car 64% 90% Pos Yes
Kelly F No Yes Car 58% 84% Pos Yes
Class
Average
68% 80% Pos Yes
Key Pos -
Gains
>5%
Mt -
Maintains
-4%-+4%
Neg -
Negative
Gains >-5%
Yes -
Mastery
70% for
student,
75% for
class
No - Non-
Mastery <
70% of
student,
<75% for
class

Whole
Assessment
Pre-assessment
Post-
assessment
Gains Mastery
Males 69% 79% Pos Yes
Females 70% 79% Pos Yes

Job 66% 75% Pos Yes
No Job 69% 81% Pos Yes

Raised in Jeff Co 66% 77% Pos Yes
Not Raised in Jeff
Co
70% 82% Pos Yes

Bus rider 69% 79% Pos Yes
Car Rider 68% 82% Pos Yes

Objective 1: EOC Review Reporting Category 1: Language
Student
Name
Raised in Jeff
Co?
Bus or
Car
rider?
Total
Pre-
Assmnt
Total
Post-
Assmnt
Gains Mastery
Steven M No Yes Car 40% 63% Pos No
Hallie F No Yes Bus 80% 100% Pos Yes
Mandy F No No Car 80% 88% Pos Yes
Jordan M No No Bus 50% 75% Pos Yes
Lauren F No Yes Bus 50% 38% Neg No
Sara F Yes No Car 90% 75% Neg Yes
Class
Average

63% 77% Pos Yes
Key Pos -
Gains
+5%
Mt -
Maintains
-4%-+4%
Neg - Negative
Gains -5%
Yes -
Mastery
70%
No - Non-
Mastery <
70%

Whole Assessment
Pre-
assessment
Post-assessment Gains Mastery

Job 70% 83% Pos Yes

Not Raised in Jeff
Co
66% 80% Pos Yes

Bus rider 63% 78% Pos Yes

Objective 2: EOC Review Reporting Category 2: Writing and Research
Student
Name
Raised in Jeff
Co?
Bus or
Car
rider?
Total
Pre-
Assmnt
Total
Post-
Assmnt
Gains Mastery
Steven M No Yes Car 50% 72% Pos Yes
Mandy F No No Car 88% 83% Mt Yes
Jordan M No No Bus 69% 61% Neg No
Lauren F No Yes Bus 63% 72% Pos Yes
Sara F Yes No Car 69% 66% Mt No
Class
Average

66% 79% Pos Yes
Key Pos -
Gains
+5%
Mt -
Maintains
-4%-+4%
Neg - Negative
Gains -5%
Yes -
Mastery
70%
No - Non-
Mastery <
70%

Whole
Assessment
Pre-assessment Post-assessment Gains Mastery

Job 61% 74% Pos Yes

Not Raised in Jeff
Co
70% 80% Pos Yes

Bus rider 71% 72% Mt Yes

Objective 3: EOC Review Reporting Category 3: Communication and Media
Student Name Gender Job? Born and
Raised in Jeff
Co?
Bus or
Car
rider?
Total
Pre-
Assmnt
Total
Post-
Assmnt
Gains Mastery
Steven M No Yes Car 50% 70% Pos Yes
Katelynn F No No Car 90% 50% Neg No
Molly F Yes No Bus 80% 70% Neg Yes
Mandy F No No Car 70% 80% Pos Yes
Jordan M No No Bus 80% 30% Neg No
Lauren F No Yes Bus 70% 70% Mt Yes
Sara F Yes No Car 80% 60% Neg No
Class Average

69% 68% Mt No
Key Pos -
Gains
+5%
Mt -
Maint
ains -
4%-
+%
Neg - Negative
Gains -5%
Yes -
Mastery
+70%
No - Non-
Mastery <
70%

Whole
Assessment
Pre-
assessment
Post-
assessment
Gains Mastery
Males 60% 63% Mt No
Females 70% 70% Mt Yes

Job 70% 70% Mt Yes
No Job 66% 67% Mt No

Not Raised in Jeff
Co
73% 63% Pos No

Bus rider 75% 60% Neg No

Objective 4: The Salem Witch Trials
Student
Name
Raised in Jeff
Co?
Bus or
Car
rider?
Total
Pre-
Assmnt
Total
Post-
Assmnt
Gains Mastery
Kevin M Yes No Car Na 80% Na Yes
Steven M No Yes Car Na 80% Na Yes
Hallie F No Yes Bus Na 80% Na Yes
Katelynn F No No Car Na 80% Na Yes
Molly F Yes No Bus Na 20% Na No
Mandy F No No Car Na 80% Na Yes
Jordan M No No Bus Na 80% Na Yes
Arika F No Yes Car Na 100% Na Yes
Lauren F No Yes Bus Na 80% Na Yes
Sara F Yes No Car Na 100% Na Yes
James M No No Car Na 80% Na Yes
Kelly F No Yes Car Na 100% Na Yes
Class
Average

Na 80% Na
Yes
Key Pos - na Mt - na Neg - na Yes -
Mastery
>75%
No - Non-
Mastery <
75%

Whole Assessment Post Mastery
Males 80% Yes
Females 80% Yes

Job 67% No
No Job 84% Yes

Raised in Jeff Co 88% Yes
Not Raised in Jeff Co 74% Yes

Bus rider 65% No
Car Rider 88% Yes

Objective 5: The Crucible
Student
Name
Raised in Jeff
Co?
Bus or
Car
rider?
Total
Pre-
Assmnt
Total
Post-
Assmnt
Gains Mastery
Kevin M Yes No Car Na 98% Na Yes
Steven M No Yes Car Na 70% Na No
Hallie F No Yes Bus Na 98% Na Yes
Katelynn F No No Car Na 100% Na Yes
Molly F Yes No Bus Na 98% Na Yes
Mandy F No No Car Na 90% Na Yes
Jordan M No No Bus Na 86% Na Yes
Arika F No Yes Car Na 90% Na Yes
Lauren F No Yes Bus Na 70% Na No
Sara F Yes No Car Na 74% Na No
James M No No Car Na 98% Na Yes
Kelly F No Yes Car Na 82% Na Yes
Class
Average

Na 88% Na Yes
Key Pos -
Gains
>20%
Mt -
Maintains
-19%-
+19%
Neg - Negative
Gains >-20%
Yes -
Mastery
>75%
No - Non-
Mastery <
75%

Whole Assessment Post-assessment Mastery
Males 88% Yes
Females 88% Yes

Job 90% Yes
No Job 87% Yes

Raised in Jeff Co 85% Yes
Not Raised in Jeff
Co
92% Yes

Bus rider 88% Yes
Car Rider 88% Yes

Lesson Analysis
Teacher Work Sample Reflection

Student Teacher Name __Megan Whitehead__________________________________________
School/Grade/Subject ___Jefferson County High School; 11
th
English III___
Date _3/8/13-3/18/13

1. How many students accomplished objective 1? Objective 2? etc.? Please
disaggregate data by objectives and by student characteristics, including gender,
race and ethnicity, English Language Learners, or any other special
needs/characteristics that were identified on the cover page or context form.
Provide an explanation for the process you used to analyze the data, and provide a
statement of the conclusions you have reached about the effectiveness of your
instruction, based on these data. (You may also discuss implications for future
instruction and comment on questions that have emerged as a result of the data
analysis.)

Out of nearly 20 students in the class, only 12 completed the pre-assessment, post-assessment
and the survey of demographic information. For the sake of consistency, I only recorded the
students who completed all 3. Of the 12 who completed the information, 9 mastered the test
content; 3 did not. 7 had a positive gain, 4 had a mataining score and 2 had a negative score. All
characteristics gained mastery with a positive grain.
For objective one, 2 individuals did not gain mastery; 10 gained mastery. All characteristics
has positive gains and showed mastery. For objective two, only 2 individuals failed to gain
mastery; 10 gained mastery. All categories showed a positive gain with mastery with the
exception of bus riders, who had a mataining score and mastery.
For objective three, 3 did not gain mastery and 9 gained mastery. This made the overall score
for objective 3 non-mastery. Males matained with no mastery. Females matained with mastery.
Those with a job matained with mastery. Those without a job matained and did not achieve
mastery. Those born and raised in Jefferson County had a positive gain with mastery while those
who were born outside of the county had a positive gain but no mastery. Bus riders had a
negative gain with no mastery and car riders had a positive gain with mastery.
For objective four, one student did not gain mastery, 11 did. Due to the lack of pre-
assessment, there is no gain category. With the exception of bus riders and those with jobs, all
students mastered objective 4.
In objective five, only 3 students did not reach mastery. Each category achieved mastery of
objective 5.

2. Describe any circumstances that should be considered when noting the achievement
of those not accomplishing objectives.

This class is a lower achieving class. There are several students who choose not to apply
themselves. One of the lower achieving students is a students with autism. The post-assessments
were both given in the same class period. Students may have stuggled with the sheer amount of
assessing taking place, thus performing far poorer than if they had taken them on separate days.
Also, the EOC post-assessment was not in booklet form like the pre-assessment. Rather, it was
downloaded and printed from the website. This cause some font consistency issues. This may
have also thrown some students off.

3. Describe what you have done since the post-assessment to help students that did not
accomplish the objectives?

I have made note of the weaknesses in the unit. I have shared information with my coordinating
teacher for future use. The flipcharts have been posted online for students to review on their own
time. The EOC booklets were taken home so students could use them as study guides. I also stay
with my teacher after school to answer any questions or provide homework help if needed.

4. Based on these results and your experience with this body of instruction, what will
you do differently in planning, teaching, and/or assessment next time you teach this
content?
I would have liked to have created my own materials. I was stuck using the matierals (flipcharts,
unit planning, lesson planning, assessments, etc) my teacher provided for me. I feel that a more
interactive, game like way would have aided in EOC review. Additional group work activities
would have aided as well. I would be sure the pre-assessment and post-assessment were as
similar as possible in format.

Work
The Crucible Test

The Crucible Test
Belliveau/Bowen

Choose the best answer.

Multiple Choice-

1. The Puritans settled in
a. New England c. the Southeast
b. the Middle Colonies d. the Mississippi Valley

2. Puritans religious doctrines included
a. predestination c. literal interpretation of the Bible
b. original sin d. all of the above

3. Puritans
a. sought religious freedom in America.
b. believed that God chose those who were to be saved at the time they were born.
c. were required to adhere to a strict code of morality and behavior.
d. all of the above

4. Puritans valued all of the following except
a. education
b. hard work
c. regular church attendance
d. individual freedom

5. At the beginning of the play, Parris is angry with his niece Abigail because
a. the Proctors are suing him for her misconduct.
b. she has stolen his life savings.
c. her dismissal from the Proctor household has created gossip in the congregation and created an
awkward situation for him.
d. she has admitted to committing adultery with John Proctor.

6. When his daughter goes into an apparent trance, Parris refuses to believe that she has been
bewitched because he thinks that
a. witches are nonexistent.
b. his congregation will drive him out of Salem if there is witchcraft in his house.
c. his daughter is too sweet to conjure spirits.
d. his niece is too responsible to let Betty become involved in witchcraft.

7. Learning that Rev. Hale has been summoned, Rebecca Nurse expresses
a. concern about the search for loose spirits.
b. satisfaction that an expert has been summoned.
c. fear that she will be accused.
d. eagerness to see Betty fly.

8. When questioned by Hale, Tituba
a. confesses immediately.
b. accuses Abigail of witchcraft.
c. stands mute.
d. threatens Parris.

9. Before her arrest, Elizabeth believes that her husband
a. hates Abigail.
b. still desires Abigail.
c. has forgotten about Abigail.
d. never had an affair with Abigail.

10. When Proctor tries to present his deposition to Danforth, Parris accuses him of
a. practicing witchcraft.
b. attempting to overthrow the court.
c. beating Mary Warren to get the confession.
d. committing adultery with Abigail.

True= A False=B
True-False
______ 11. Rev. Parris saw Abigail running naked through the forest.
______ 12. Reverend Hale was summoned because of his expertise in witchcraft.
______ 13. Proctor refused to go to town because of his fear of the witchcraft hysteria.
______ 14. Abigail accused Elizabeth of witchcraft.
______ 15. Giles Corey reported his own wife for telling fortunes.
______ 16. Thomas Putnams true motive in the trials was to obtain the land of those
who were hanged as witches.
______ 17. Rev. Hale tried to convince prisoners to confess to save their lives.
______ 18. Elizabeth convinced John not to sign the confession.
______ 19. Danforth hoped Proctor would not confess because he wanted to watch
him hang.
______ 20. Danforth called in Elizabeth to confirm Johns confession of lechery.

Quote Identification: Match the quotes with the speakers underneath. .

21. Why do you come, yellow bird?....Oh,
Mary, this is a black art to change your
shape.
22. There is prodigious danger in the
seeking of
loose spirits.
23. I do not judge you. The magistrate sits
in your heart that judges you.
24. The promise that a stallion gives a mare
I gave that girl.
25. Life, woman, life is Gods most
precious gift; no principle, however
glorious, may justify the taking of it.

a. Rebecca Nurse
b. Elizabeth Proctor
c. John Proctor
d. Abigail
e. Rev. Hale

26. He have his goodness now. God forbid
I take it from him.
27. The pure in heart need no lawyers.
28. Because it is my name! Because I cannot
have another in my life!
29. I will come to you in the black of some
terrible night and I will bring a pointy
reckoning that will shudder you.
30. You cannot hang this sort. There is
danger for me.

a. Danforth
b. Elizabeth Proctor
c. John Proctor
d. Rev. Parris
e. Abigail

Characters: Some of the characters in the play grow and change. Others do not. Mark A next to
those that change. Mark B next to those that stay the same.

31. Judge Danforth
32. Betty Parris
33. Elizabeth Proctor
34. John Proctor
35. Rebecca Nurse
36. Giles Corey
37. Abigail Williams
38. Tituba
39. Rev. Hale
40. Judge Hathorne

Multiple Choice

41. During which century did the Salem Witch Trials take place?
a. 17th c. 18th
b. 19th d. 20th

42. All of the following words describe Parris except
a. paranoid c. inflexible
b. subservient d. vindictive

43. With which statement would Mrs. Putnam be most likely to agree?
a.If the Bible says witches exist, I guess they do.
b. Maybe it was just Gods will that I lost my babies.
c. There are witches here and they must be found!
d. Giles Corey has put a spell on my pig.

44. The Nurses and the Putnams
a. had supported the hiring of Rev. Parris.
b. had daughters who were affected by strange trances.
c. represent different factions.
d. believed their daughters were just pretending.

45. Mrs. Putnam confesses to Hale that she
a. has had her fortune told.
b. sent Ruth to Tituba to conjure the spirits of the dead babies.
c. has been reading a lot of novels.
d. danced once herself.

46. John Proctor knew the girls were frauds because
a. Mary Warren became hysterical and told him.
b. he overheard them talking.
c. he saw Abigail drinking the charm.
d. Abigail told him.

47. While she was sitting in court, Mary Warren made Elizabeth a
a. poppet. c. scarf.
b. pair of mittens. d. tea towel.

48. Ironically, John Proctor forgets which commandment?
a. Thou shalt not kill.
b. Thou shalt not bear false witness.
c. Thou shalt not steal.
d. Thou shalt not commit adultery.

49. The arrest of________ proves that the town has gone completely mad.
a. Rebecca Nurse c. Elizabeth Proctor
b. Mary Warren d. Goody Osburn

50. When John Proctor said, Vengeance is walking Salem, he meant that
a. the devil was having a heyday.
b. there was no more religious freedom.
c. Parris was out to get him.
d. the accusations were the result of a desire for revenge.

51. According to Giles Corey, Thomas Putnam is
a. reaching out for land. c. trying to overthrow the court.
b. the real devils man. d. the rightful owner of the wood.

52. After Danforth tells Proctor that Elizabeth is pregnant and has at least a year to live, Proctor
still insists on presenting his evidence because
a. he is trying to save the lives of Rebecca and Martha.
b. he feels the court proceedings should be stopped altogether.
c. he is afraid they will hang her anyway.
d. both a and b

53. When Elizabeth is brought to see John at the jail, she
a. tries to convince him to sign a confession to save his life.
b. tells him she plans to escape that night.
c. apologizes for being an unloving wife.
d. swears she will avenge his death.

54. With which issue is The Crucible not concerned?
a. individual freedom c. hypocrisy
b. integrity and self-respect d. the injustice of federal courts

55. The playwright who wrote The Crucible is
a. Mueller c. McDonald
b. McArthur d. Miller

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