Emily Maddock Teacher Work Sample With Completed Logs

Running Head: TEACHER WORK SAMPLE
Teacher Work Sample:

Research Paper Unit
Eleventh Grade
Dates: April 7, 2016-April 20, 2016
Emily Maddock
Colorado Christian University
TEACHER WORK SAMPLE
2
Table of Contents
TWS Scoring Rubric3-9

Section I: Context .......10-22
Economics...10
Ethnicity..................................................12
School Size..................................................13
Special Needs Students...................................15
School Grades/Proficiency.............................16
Classroom...............................19
Community/Business Partnerships.....20
Section II: Unit Topic Rationale ........22-29

Topic Rational...............................22
Unit Content..27
Instructional Practices...28
Section III: Standards, Goals, and Objectives .....29-32

Section IV: Pre/Post Assessment Instruments .32-44
Part I...............................32
Pre-Assessment................................32
Post-Assessment..............................35
Disaggregate Groupings..............................39
Post-Secondary Skills..42
Part II.................................................43
Section V: Instructional Plan 45-87

Part I..45
Unit Overview................................45
Lesson Plan 1: Unit 5 Lesson 2..48
Lesson Plan 9: Unit 5 Lesson 12....................73
Part II................................................79
Cross Curricular Integration..79
Classroom Management79
Culminating Activity.81
Adaptations of Instruction.81
Resources Used.81
Parent Communication..81
Section VI: Adjusted and Implemented Instructional Plan ..............87-101

Part I....87
Part II...95
Section VII: Assessment Data .............102-106

Section VIII: Interpretation and Reflection ..107-111
Appendices 112-121
Evidence Log.112-120
Reference List121
TEACHER WORK SAMPLE
3
TWS Scoring Rubric
Advanced
90-100%
I. Context
Weight: 11%
1. Setting detailed
description includes
community economics,
ethnicity (including
rural, urban suburban),
state grading of
neighborhood schools,
and describes the
implications of the
different at an
economic and cultural
influences.
2. The school and
classroom setting
description:
School: Includes all
components from the
Proficient column.
Classroom: Includes
all components of the
proficient column and
identifies the number
of special need
students broken down
by their specific need.
II. Unit Topic

Rationale
3. The description
includes community
and business
partnerships, local
school Accountability
Committee, and the
PTA/PTO activities
and contributions.
1-3. Exemplifies all
Unit Topic Rationale
components from the
Proficient column.
Proficient
79-89%
1. Setting description includes
community economics, ethnicity
and state grading of neighborhood
schools.
2. The school and classroom
setting description:
School:
Identifies school size,
ethnic make-up, and
percent of free and
reduced lunch.
Types of classroom and/or
grade level.
organization/structure
Student academic
performance data
compared to like
neighborhood schools.
Classroom:
Identifies grade level, class
size, type of classroom,
and number of identified
special need students.
III.
Standards,
Goals, and
1. Setting description
includes limited information
about the community.
2. The school and
classroom setting
description:
School: Includes limited
information about the:
School size,
ethnic make-up,
mobility rate and
percent of free
and reduced
lunch.
Student academic
performance data.
Types of
classroom and/or
grade level.
Classroom: Provides a
limited amount of
information about the
classroom setting.
3. The description includes

community and business
partnerships, local school
Accountability Committee, and the
PTA/PTO activities and
contributions.
1. Topic rationale is stated in terms

of content standards, the classroom
populations academic functioning,
and grade level expectations.
Weight: 11%
4. Instructional
decisions are identified
and based on cited
current research of
effective teaching
practices functioning
using APA style.
Standards, Goals,
and Objectives
components from the
Developing
0-78%
2. Unit content is summarized and

sequenced.
1. Unit content or
sequence is stated.
2. Few instructional
decisions are identified
based on personal
knowledge of this class.
3. Instructional decisions are based

on current best practices.
1. All standards, goals, and

measurable objectives relating to
the content are identified and
aligned with identified School
1. Specific standards,
goals, and objectives
relating to content are
listed.
TEACHER WORK SAMPLE

Objectives
Weight: 11%
Proficient column.
5. Standards goals
and objectives are tied
to post-secondary
skills and
competencies.
Standards, goals and
objectives utilizing
identified higher order
thinking skills.
IV. Pre/Post
Assessment
Instruments
Part I

Pre/Post-Assessment
Instruments Part I
requirements from the
Proficient column.
Weight: 6%
6. Unit pre and post

assessments are
aligned with the units
standards, goals and
objectives as well as
identified
postsecondary
readiness skills.
4
District/Colorado Content
Standards.
2. All units must include a minimum
of two standards and goals along
with supporting measurable
objectives correlated with
School/District/Colorado Content
Standards.
3. All TWS units include a math and
language arts/reading standard,
goal and objective.
4. Unit and lesson objectives
include multiple strategies to
demonstrate proficiency.
1. All unit pre and post
assessments measure student
performance skills identified in the
unit and lesson objectives
respectively and are aligned with
the stated content standards, goals,
and objectives.
2. At least one scoring rubric is
utilized to evaluate a pre or posttest or project.
3. At least two different types of
assessment tools are used.
4. Directions for all assessments
are clearly stated and easily
understood by all learners.
IV. Pre/Post
Assessment
Instruments
Part II

Pre/Post-Assessment
Instruments Part II
Proficient column.
Weight:5%
6. A short narrative is
included indicating
how the data was used
for future planning.
5. All assessments include a

disaggregate group analysis and
adaptations are made and
documented when necessary.
1. Student errors and gains are
identified, recorded, analyzed, and
used for future planning.
2. All unit and pre/post assessment
results/grading for each student are
documented on a spreadsheet.
Daily grading and assessment is
documented on a spreadsheet
during the unit.
2. Less than three goals

and related objectives are
correlated
3. Language Arts and Math
literacy are not
satisfactorily addressed
with identified standards,
goals, and objectives.
4. Objectives provide only
one method to
demonstrate proficiency.
1. Pre and post

assessments are utilized
but not aligned with the
content standards, goals,
and objectives.
2. A scoring rubric was not
utilized.
3. Only one type of
assessment tool was used
for evaluating student
performance.
4. Directions for
assessments are not
provided.
5. Assessments do not
include an analysis of
existing disaggregate
groups that may need
adaptations.
1. Student errors and gains
are identified and
recorded.
2. Limited assessment and
daily performance results
are recorded.
3. Some pre/post assessment

adjustments resulting from special
needs analysis are made and
documented.
3. Demonstrates an
awareness of special
needs as a result of
ongoing assessment and
monitoring. Adjustments
are vague and not student
specific.
4. Standardized scoring, when

available, is utilized in instructional
planning.
4. Standardized scoring is
not included in instructional
planning.
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V.
Instructional
Plan Part I
Weight: 6%

Instructional Plan Part
I requirements from
the Proficient
column.
7. All lessons are
based on preassessment
knowledge according
to the District/Colorado
Content Standards,
goals,& measurable
objectives and
postsecondary
readiness skills.
8. At least 5
performance based
learning activities are
included, of which 3
are authentic activities
and tied to
postsecondary
readiness skills.
5. A copy of the pre/post

assessment instruments are
included. (Pre/post assessments
are the same instrument unless
pretesting indicates a change.)
1. A minimum of 10 lesson plans, of
which 2 are for pre/post
assessment, or the equivalent of
two instructional weeks, are
included in the TWS.
2. All lessons are based on preassessment knowledge according
to the District/Colorado Content
Standards, goals, and measurable
objectives.
3. The unit plan is sequenced and
cohesive. A clearly stated skeletal
overview of each lesson plan in the
unit is outlined and shows the
correlation with specific unit
objectives as well as the
progression of content
knowledge/skills to be learned.
4. Written lesson plans follow the
CCU lesson plan format as
applicable to the instruction of the
skill or concept.
5. Six or more instructional
strategies are identified and
demonstrated, including
cooperative learning, metacognition
and technology.
V.
Instructional
Plan Part II
Weight: 5%

II requirements from
the Proficient
column.
8. All lesson plans
show evidence of
cross-curricular
integration
emphasizing literacy
and/or math
integration wherever
appropriate.
9. A variety of
resources are used
involving print, audio,
6. At least 5 performance based

learning activities are included, of
which 3 are authentic activities.
1.Some lesson plans demonstrate
cross-curricular integration
emphasizing literacy and/or math
integration wherever appropriate.
2. Classroom management system
is identified and followed in most
lessons.
3. A culminating activity is
implemented related to the unit.
4. There are adaptations and
differentiation of instruction in the
class.
5. A variety of resources are used,
involving at least 1 expert or
5. Copy of the pre/post

assessment instruments
are included.
1. Less than 10 lesson

plans, of which 2 are for
pre/post assessment, or
the equivalent of two
instructional weeks, are
included in the TWS.
2. Not all instructional
objectives are aligned with
the District/Colorado
Content Standards.
3. Not all lessons are
based on pre-assessment
knowledge according to
the District/Colorado
Content Standards.
4. Not all written lesson
plans follow the CCU
lesson plan components as
applicable to the instruction
skill or concept.
5. Less than three
instructional strategies are
identified and
demonstrated, including
cooperative learning,
metacognition, and
technology.
1. Few lesson plans show

evidence of crosscurricular integration
emphasizing literacy
and/or math integration
wherever appropriate.
2. The classroom
management system is
unclear.
3. A culminating activity is
not related to the goals of
the unit.
4. There are no
adaptations or
differentiation of
TEACHER WORK SAMPLE

graphic, or technology
and are tied to
postsecondary
readiness skills related
to the standards and
objectives.
VI. Adjusted
and
Implemented
Instructional
Plan Part I

Adjusted and
Implemented
I requirements from
the Proficient
column.
Weight: 6%
8. Justifies daily
differentiation of
instruction to enhance
student learning of
each special needs
pupil and
subgroup/class and
are tied to
postsecondary skills.
9. Application of
learning
theory/learning styles
match the intellectual
and social level of
each student and are
linked to appropriate
postsecondary skills.
6
community-based sites: website,
video clip, or primary resource.
6. At least 3 types of resources are
used (print, audio, graphic or
technology).
7. Parent communications with
dates are given at least 2 times
during the unit (can be web based),
at the beginning and at the end of
the unit.
1. Includes explanation of any
adjustments to standards,
objectives, and evaluation rubrics
for special need students. Daily
lesson plans include specific
adjustments for special need pupils
in accord with the lessons
instructional requirements.
2. Describes specific adaptations
for specific students.
3. Describes and justifies daily
differentiation and adaptions of
instruction to enhance student
learning of each special need pupil
based on informal/formal
assessment data.
4. Demonstrates content
knowledge to aid student learning.
5. Application of learning
theory/learning styles match the
intellectual, and emotional level of
most students.
6. Strategies/materials actively
involve students in critical thinking,
problem solving, or authentic
performance.
7. Specific adaptations (2 -3) for
specific students/disaggregate
groups based on pre-assessment
results and other information are
identified.
instruction.
5. Additional resources are
not used in this unit.
6. Parent communication
and involvement were not
identified.
1. Does not includes an

explanation of one of the
following: standards,
objectives, and/or
evaluation rubrics for
students. Includes less
than 2 weeks of written
lesson plans.
2. Does not describe
adaptations for a few
students/disaggregate
groups based on preassessment results and
other information.
3. Does not describes daily
differentiation of instruction
to enhance student
learning of some special
needs pupils.
4. Does not displays
minimal content knowledge
to aid student learning.
5. Does not provide
Application of learning
theory/learning styles
occasionally match the
intellectual, emotional,
and/or social level of some
students.
6. Does not include
incorporate instructional
strategies utilizing a couple
types/levels of learning
throughout the unit.
7. Literacy and math are
not integrated into the
instructional unit.
VI. Adjusted
1. A detailed written response of
1. A general written
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and
Implemented
Instructional
Plan Part II
Weight: 6%
Adjusted and
Implemented
II requirements from
the Proficient
column.
7. Describes and
records the consistent
use of intermittent
positive reinforcement
of classroom
management are
aligned with the
students behavioral
IEP goal
7
the class/group to each days
lesson is noted at the end of each
daily lesson plan that includes a
biblical perspective.
2. Describes and applies effective
research-based principles of
classroom management which
support academic achievement of
students with problematic behavior.
3. Describes the use of intermittent
positive reinforcement of classroom
management.
4. Written lesson plans indicate
checks for students understanding
and demonstration of learning using
various informal assessment
techniques, as well as different
levels of questions.
5. Describes the provision of
feedback to students regarding
their educational progress.
VII.
Assessment
Data

Assessment Data
Proficient column.
Weight: 11%
8. Assessments
monitor daily student
progress and graphs
are developed that
depict student
progress.
6. Technology is integrated
throughout as an instructional tool
and makes a contribution to
learning.
1. The pre/post assessment data of
each unit objective is summarized
in a series of tables and graphs.
2. Assessments monitor student
progress.
3. Data of student assessments is
recorded electronically and
indicates class and disaggregate
groups performance scores.
9. Progress monitoring
graphs are included for
all disaggregate
groups.
4. All tables and graphs are labeled

and show quantitative data for
individual and different groups of
students.
10. Communication
to parents is
developed using data
for each student
showing their
progress on each
objective.
5. The factual analysis of the

assessment data comparing pre
and post data is described.
response of the
class/group to each days
lesson is included.
2. Describes and
inconsistently applies
principles of classroom
management which
sometimes supports
academic achievement.
3. Provides little feedback
to students regarding their
educational progress of
learning.
4. Occasionally checks for
students understanding
and demonstration of
learning.
5. Feedback is limited to
grading.
6. Technology is not
integrated throughout
instruction nor makes a
meaningful contribution to
learning.
1. The pre/post
assessment data of each
unit objective is not
summarized in a series of
tables and graphs.
2. Assessments do not
monitor student progress.
3. Data of student
assessments is not
recorded electronically and
does not indicate class or
disaggregate groups
performance scores.
4. Tables and graphs are
not labeled and do not
show quantitative data for
individual or different
groups of students.
6. Qualitative data is concisely

given, explaining changes in the
way students communicate
/demonstrate what they have
learned.
5. The factual analysis of

the assessment data
comparing pre and post
data is not described.
7. Results of assessments and the

implications of these results is
6. Qualitative data is not

concisely given, explaining
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VIII.
Interpretation
and Reflection
Weight: 11%
1-7. Reflects on all of

the Interpretation and
Reflection criteria
from the Proficient
column in addition to
the following criteria in
an essay format:
8. Implications of the
results are thoroughly
discussed with respect
to the students
strengths and
weaknesses.
9. Conclusions about
the effectiveness of
teaching the unit
provide future
adaptations for the
content presented
based on economic
and cultural conditions.
8
communicated to
parents/guardians.
changes in the way

students communicate
/demonstrate what they
have learned.
Reflects on all of the following

criteria in an essay format:
Reflects on some of the

following criteria in an
essay format:
1. Implications of the results of the

data analysis with respect to
academic gains.
2. Implications of the results with
respect to the students strengths
and weaknesses are discussed.
Conclusions about the unit are
presented.
3. Teaching practice (i.e. teaching
strategies, justification for
adjustments made, instructional
pacing and classroom
management) are discussed.
4. What you would do differently in
the teaching of the unit?
5. Overall experience and how this
experience changed you.
6. Analyzes personal assumptions
and perspectives about teaching
and the classroom experience and
integrates new insights.
IX. Overall
Organization
and
Presentation
Weight: 11%
Use Proficient
column for full credit.
7. Analyzes course content against

a biblical worldview as it relates to
their TWS. Scripture is integrated
appropriately and the effect and
influences are examined.
1. Cover page includes name, title
of the unit, dates taught, and grade
level.
2. Organizational order: title page,
table of contents, scoring rubric,
then TWS components. Component
order (I. Context, II. Topic
Rationale, etc.) followed.
3. Fewer than 5 grammatical or
mechanical errors.
4. Presentation demonstrates good
written language skills.
5. TWS includes each appropriate
specific scoring rubric.
results of the data analysis
with respect to academic
gains.
results are discussed with
respect to the students
strengths and weaknesses
were not discussed.
3. Did not discuss what
you would do differently for
future teaching of the unit.
4. Did not analyzes
personal assumptions and
perspectives about
teaching and the
classroom experience and
integrates new insights into
the TWS.
5. Does not analyzes
course content against a
biblical world view as it
relates to their TWS.
Scripture is not integrated
appropriately and the effect
and influences are
examined.
1. Cover page includes
name, title of the unit,
dates taught, and grade
level.
2. Organizational order:
title page, table of
contents, the scoring
rubric, then TWS
components. Component
order (I. Context, II. Topic
Rationale, etc.) is not
followed.
3. Most basic
organizational criteria are
met.
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6. TWS submitted into blackboard

includes all instructional materials.
4. More than 5
grammatical or mechanical
errors.
7. TWS has all Evidence Logs

included and each standard signed.
5. Presentation meets
basic components.
6. Presentation
demonstrates weak written
language skills.
7. TWS omits some or all
of the Evidence Log data.
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10
Section I: Context
I.P.1
Colorado Connections Academy (ColoCA) is an online, tuition free, public K-12th grade
school that is part of Connections Education LLC. Connections Academy and Connections
Education are both apart of Connections Learning owned by Pearson, one of the largest learning
companies in the world. Connections Educations headquarters are in Baltimore, Maryland, and
is currently in 28 states with International locations as well. Each Connections Academy is
operated independently, either by a governing board or in conjunction with a school district
(Connections Education, 2014). Connections Academy was established in 2001, and Colorado
Connections Academy was one of the first two academies, established in 2002 (About
Connections Academy, 2016). ColoCA currently has our main offices in Englewood, and will
soon have another office in Durango (starting next school year). Also, starting next school year,
Colorado Connections Academy will be divided into two schools: Colorado Connections
Academy-Mapleton (ColoCAM) and Colorado Connections Academy-Durango (ColoCAD).
Colorado Connections Academy works in conjunction with Mapleton Public Schools, Durango
Public Schools, and Colorado state law. It is accredited by the Council for Higher Education and
the U.S. Department of Education, along with the AdvancED national accreditation agency.
While the entirety of Connections Education is over 60,000 students, the focus will be on the
high school division of Colorado Connections Academy.
I.P.2
Being an online school, we are not traditional in many ways such as many brick-andmortar high schools. One way in particular is that our 1,035 high school students currently
enrolled come from all across Colorado (see Figure 1 on next page). Over 50% of ColoCA
students come from heavily populated urban to suburban areas with over 300,000 in population.
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11
About 19% of students reside in rural counties with fewer than 160,000 in population, with
nearly 7% of those students living in counties having fewer than 20,000 in population.
Figure 1. Map of counties in Colorado, color coded with population densities according to the 2010 U.S. Census. Red numbers
indicate how many Colorado Connections Academy students reside in each county.
According to Colorado School Grades, about 39% of Colorado Connections Academy

students come from low income families (Overall Grade, 2014). That being said, according to
data collected by ColoCA about 11% of our students qualify for either free or reduced meal
programs, while 89% either do not qualify, did not report, or submitted incomplete income
information to our school (see Figure 2 on next page). However, since our school is virtual, the
FARM eligibility does not affect the school in many ways, as we do not have to provide free or
reduced meals. The school does provide FARM students with vouchers or waivers to students
taking ACT or SAT and some college applications.
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12
Household FARM Eligibility

40, 4%
N/A
176, 17%
FIF Income Information Incomplete
Qualifies for free
40, 4%
512, 49%
Qualifies for reduced
70, 7%
Does not qualify

197, 19%
Refused to Report
Figure 2. Colorado Connections Academy High School Household FARM Eligibility reported in the 2015-16 school year.
The ethnic make up of ColoCA students tend to be predominately white, making up a

little over 63% (See Figure 3). Surprisingly about 21% identify as being racially Hispanic. The
remaining 16% identify as either: Black/African American, Asian, Native American/Native
Alaskan, or Native Hawaiian/Pacific Islander (See Figure 3).
Student Ethnicity/Race
4% 2%
White
5%
Hispanic
5%
American Idian or Alaskan Native

Black/African American
21%
63%
Asian
Native Hawaiian or Other Pacific Islander
Figure 3. Colorado Connections Academy High School Household Ethnicity makeup reported in the 2015-16 school year.
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13
While Connections Academy doesnt have the most diverse climate in regards to
economics and ethnicity, it overall does not have much effect on the students in regards to the
classroom and learning environment. Each Connections Academy household is given one
desktop computer, with microphone headset, and preloaded with Microsoft office. This relieves
some financial burdens on our families, in that they do not need to purchase these materials.
ColoCA also gives families who qualify, or really any families who just inquire, a stipend for
internet services as well (about $40-50 per semester). Students also can access our curriculum
from any public computers, such as in a library, which can also relieve financial hardships. Most
families, especially those with multiple children enrolled in our school, opt for also buying a
laptop to give students more freedom on where they can complete their work. As far as ethnicity
goes, since students cant see each other there tends not to be any problems on that front.
There are currently 2,277 students enrolled at ColoCA, including its elementary, middle,
and high school divisions (our projected growth with adding on the ColoCAD school is 3,050
total students, by next school year). In the high school division there are 1,035 students, as
mentioned previously. The figure below shows the number of students we have per grade level.
In the high school division there are 315 ninth graders, 284 tenth graders, 241 eleventh graders,
and 195 twelfth graders (See figure 4 below). These students are identified in their grade levels
not by age but by the number of high school credits they have accumulated. To be considered a
sophomore (10th grade) a student needs a minimum of 5.5 credits. A junior (11th grade) needs a
minimum of 11 credits. To move on to senior year a student needs 16.5 credits. And in order to
graduate, a student needs 22 credits, in the appropriate areas.
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14
Number of Students Per Grade Level

350
305 315
300
243
250
241
195
200
148
150
100
284
71
79
84
102
95
119
Number of
Students
50
0
Figure 4. Breakdown of the number of Colorado Connections students per grade level for the 2015-16 school year.
While students are organized into grade level by how many credits they have taken, class
organization is very much in the same way. Since most of our students come to us from
originally brick-and-mortar high schools they have varying classes they have already taken.
Students can take whichever courses they need in order to fulfill the graduation requirements. In
some cases, in particular Math classes, students must take classes in a certain order because the
classes build on one another. While some courses, like English classes, do not necessarily build
on one another and can be taken out of order. A typical course progression follows along the
figure below.
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15
Figure 5. Typical Course Progression for Colorado Connections Academy high school students for the 2016-17 school year.
Along with the breakdown of students per grade level, we can also take a look at the
breakdown of students with special needs. As shown in the figure below, a majority of our
students tend not have any special needs, about 16% of our students fall somewhere on the
special needs spectrum. Currently Colorado Connections Academy has only two teachers
directly in charge of our IEP students, and one teacher in charge of our 504 and ELL/ESL
students.
Number of Special Need Students

66
66
10
28
IEP: 66 > 6%
504: 66 > 6%
ELL/ESL: 10 < 1%
Gifted: 28 < 3%
Regular: 865 > 83%
865
Figure 6. Number of ColoCA high school students per special needs categories reported in the 2015-16 school year.
As far as my class breakdown is concerned I have 3 primary classes: my 12th grade homeroom,
my English 11 classes, and my English 12 class. My homeroom has a total of 44 students
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16
(originally 52 at the beginning of the school year). Out of theses 44 homeroom seniors 42 are
graduating this semester, 2 have late graduation and 3 have accommodations (one ELL student
and two 504 students). My English 11 classes are broken into three levels: Foundations
(remedial), Standard (regular) and Honors. In my Foundations English 11 class I have a total of
15 students, nine of whom have accommodations (three with 504s and six with IEPs). Standard
English 11, I have 64 students with 5 accommodation students (three with 504 and two with
IEP). My Honors English 11 class I have 19 students, none of whom have accommodations of
any kind. Lastly, in English 12 I have 56 students (some of whom are in my homeroom class).
Six of these students have accommodations: one with ELL, four with 504s, and one with an IEP.
So in total I have 177 students, and 22 with accommodations (twelve with 504s, nine with IEPs,
and one student with ELLshe is also in my homeroom class).
I personally feel like the data is skewed in regards to our schools grading. On the
Colorado Schools Grades website, Colorado Connections Academy (high school) received a
score of C-, according to data from 2014.
Colorado Connections Academy: School Grade
Key
Performance
Indicators
Academic
Proficiency
Academic
Growth
College &
Career
Readiness
Overall Grade
Reading
Math
English
Science
C-
--
B-
C-
--
No
No
Yes
No
50.4% of
students
graduated
within 4 years
Is the average student at this school ready for college or career based
on ACT scores?
Figure 7. Report Card and Grade Breakdown on Colorado Connections Academy from ColoradoSchoolGrades.com, according
to the 2014 School Year.
As you can see, no data was given for Science, and it did not indicate how the data was collected.
As Connections Academy is not a traditional brick and mortar school I wanted to compare to
local online schools as well. Unfortunately, I could not find grading reports on Hope Online
TEACHER WORK SAMPLE
17
(high school), only on the elementary and middle school. Hope Online is also a smaller online
school then ColoCA. According to the AdvancED Executive Summary Report, from 2011, the
high school division only had 370 students total, while ColoCA is over 1,000 students and
growing.
The other comparable online high school is Insight School of Colorado (high school)
(ISCO), which is a part of K12 online public schools. Connections Education and K12 tend to be
the leading names in online education, and each others biggest competitors. So it makes sense to
compare not only the size schools, but also the companies that back them. According to the data
collected from 2014, both school scored similar grades.
School Grade Comparison: Colorado Connections Academy & Insight School of Colorado
Key
Performance
Indicators
Academic
Proficiency
Academic
Growth
College &
Career
Readiness
Overall Grade
Reading
Math
English
Science
ColoCA | Insight
ColoCA | Insight
ColoCA | Insight
ColoCA | Insight
ColoCA | Insight
C-
C-
C-
--
--
B-
C+
C-
D-
--
--
50.4%
15.2%
No
No
No
No
Yes
No
No
No
graduated
within 4
years
graduated
within 4
years
Is the average student at this school ready for college or career

based on ACT scores?
Figure 8. Report Card and Grade Breakdown on Colorado Connections Academy and Insight School of Colorado from
ColoradoSchoolGrades.com, according to the 2014 School Year.
As you can see, both struggled in their marks, and were given an overall rating of not preparing
their students for college. Again, I find that this data is skewed in the sense that many of online
students tend to be struggling, second chance students; many online students do not tend to go on
to college, taking more of the vocational or military service route.
In the case of Connections Academy, we are a credit based school for the exact reason of
students being significantly in credits and cohort. The same can be said for ISCO. According to
data collected this year from Connections Academys Promotion 9-11 Professional Learning
Committee, over a third of ColoCA students enrolled at the beginning of the 2015-16 school
TEACHER WORK SAMPLE
18
year were not on track to graduate on time. Out of the 1,035 students enrolled this semester 146
of those students had earned zero credits. These 146 students were also not incoming first time
freshmen, but students who have already had at least one year of high school. Another 73
students, whose cohorts were tenth through twelfth grade, enrolled this year did not even have
enough credits to be considered a sophomore with the minimum 5.5 credits, leaving them to
enrolled as freshman. About 59% of these students should have been tenth grades, 34% should
have been juniors, and 7% should have been seniors. Moreover, many of our students come to
our online school because they have grave academic holes as well, lacking in reading and
mathematics abilities. Out of the 171 students that are under my supervision (either in my
homeroom or English classes) about 21% are considered unlikely to be proficient in either
Math or English according to state testing.
Math Proficiency
Tier 1
Tier 2
English Proficiency
Tier 3/IEP
Tier 1
Tier 2
Tier 3/IEP
69
60
12
25
0
10 7 4
27
16
Likely to be May or may Unlikely to

No
Proficient
not be be Proficient Proficiency
Proficient
Data
Figure 9. Math Proficiency breakdown according to State
Testing for my English classes (English 11 & English 12)
and my senior homeroom.
10 1
28
1
11 3
24 23
0
Likely to be May or may Unlikely to

No
Proficient
not be
be
Proficiency
Proficient Proficient
Data
Figure 10. English Proficiency breakdown according to
State Testing for my English classes (English 11 & English
12) and my senior homeroom.
As we can see a good deal of online students tend to be behind, and not the traditional students
who would accurately portray in school grading.
Now going back to the comparison between the three online schoolsColorado
Connections Academy, Insight School of Colorado, and Hope Onlinewhat all three of these
schools have in common is that they are online public high schools, with the ability for students
TEACHER WORK SAMPLE
19
to facilitate their own learning. Students have 24/7 access to their learning, they have access to
licensed teachers (who grade their work and to a certain extent give live lessons), and these
programs are not considered homeschooling, because they are led by licensed teachers with
accredited curriculum.
While this is not a traditional brick-and-mortar environment, there are still classrooms
that we teach in, as a flipped classroom model. The classrooms for ColoCA are virtually
supported by Adobe Connect. They allow for different pods to be shown. There is a variety of
pods (see Figure 11 on the following page), including: an attendance pod where you can see
what students are in your room (much like an attendance list); share pods to display documents,
videos, or share your screen to your students; video pods where you can go on webcam; chat
pods which are very similar to IM chats (they can be directed to the group or to an individual);
poll pods where you can as your students to participate in a simple polling or voting; note
pods which you can simply type whatever you wish (such as announcements, notes, outline,
messages, etc.); file pods where you can have files that you want your students to download;
web link pods which you can put essentially hyperlinks to websites you want your students to
look at; and Q and A pods where you can have students write in questions anonymously to be
answered.
These classrooms are used in every grade level at ColoCA and we can use them a variety
of ways. While you can have your standard classroom with all your students in the main room
with the teacher facilitating the lesson, you also could do a breakout room. A breakout room
is essentially moving students into other virtual rooms within the main classroom, similar to
moving students into groups or centers within a traditional classroom. This can allow for a
teacher to assign multiple prompts or activities for the students to work on in smaller groups
TEACHER WORK SAMPLE
20
while the teacher can move from room to room checking and monitoring progress. You can also
invite just one student into the virtual classroom and work one-on-one with them for a more
individualized session; this is generally used for interventions or help on a specific question.
Figure 11. Screenshot of an Adobe Connect Live Lesson classroom with the different pods shown. Pods can be moved and
adjusted to what you will need in your classroom for that particular lesson.
I.P.3
Now that we have gone through the school and classroom makeup, the last component is
our community and business partnerships. As already mentioned, Colorado Connections
Academy, part of Connections Education, is owned by the British parent company Pearson
Education Corporation, whose origins go back to 1724 (Pearson). Unlike many Connections
Academy, Colorado Connections Academy does not have a school board. We do however, have
a superintendent of our school, but unlike brick-and-mortar schools he is in charge of a
multiple schools in a region of multiple states, not a number of schools in a district in one state.
Thus our principal works directly with our school districts, of Mapleton and Durango, to make
TEACHER WORK SAMPLE
21
sure that everything runs accordingly and our contracts with the district stay current.
Additionally, in order to keep our contacts with these districts eligible, our school has to abide by
district policies. For instance, it is not a requirement for Connections Academy students to
complete a Capstone Presentation and Research Paper, however, it is Mapleton and the state of
Colorados requirement so we must abide. Moreover, Connections now works with two home
districts so we must abide by both of their district policies (which can sometimes conflict, as is
the case with Durango and Mapletons credit requirements for graduation). Thus even though
ColoCA does not have a school board within our school, we report to our home districts school
boards and are held accountable by that means.
Also, unlike brick-and-mortar schools we dont have a PTA/PTO. We do however have a
group of active parents in our school that we call Team Orange. They help relay information to
other parents about the schools happenings and help answer parent questions. We also have
community coordinators which are parent volunteers in different areas around the state who
help create field trips/school activities in their areas, they also relay any information from the
school to the parents in their area. But as you can see these parent volunteers are different from a
PTA/PTO because they do not meet in a central location (like they would at a traditional school)
nor do teachers directly interact with them on a regular basis. The most contact a teacher would
have is with the community coordinator if they were planning a field trip together or in the
coordinators area. As far as other involvement of parents in our school there is little else. We
don't have parent involvement in our UIP, as it has always been presented to the school as not
being required. The school has our corporate team review it but since it is so closely aligned to
our school goals, for our bonus, there is little adjustment. Our principal, Chaille Hymes, has
thought we should include parents, but since this would really be the only thing that they would
TEACHER WORK SAMPLE
22
review our school really hasnt figured out a way to do it and make it meaningful. We use a lot
of the info from the parent survey and the end of course survey to gauge the family impact but
that is about it.
Section 2: Unit Topic Rationale
II.P.1
For this teacher work sample (TWS) I will be teaching Unit 5: Research Paper with my
English 11 classes (Foundations, Standard, and Honors). There are two main reasons I wanted to
do this Unit for my TWS. The first reason is for the fact that the Research Paper is probably one
of the most important skills for a high school student to know before going into college. Not only
does it teach students the importance of finding research to support their claims but also the
importance of citing their research and avoiding plagiarism (which happens to be my personal
vendetta). The second reason why we will be focusing on the Research Paper Unit is because the
research paper tends to be one of the hardest papers a student will do within their high school
career. Students tend to not only struggle on the length of the paper (they tend to be the longest
paper of the year) but also, students tend to struggle with the foresight to plan and organize their
research before writing the paper.
As far as content standards are concerned, this Unit fulfills the Reading, Writing, and
Communicating (content area) for 11th graders for the state of Colorado, with the grade level
expectation of: self-designed research provides insightful information, conclusions, and possible
solutions (New Colorado P-12 Academic Standards). The desired evidence outcomes are
Conduct short as well as more sustained research projects to answer a question (including a selfgenerated question) or solve a problem; narrow or broaden the inquiry when appropriate;
TEACHER WORK SAMPLE
23
synthesize multiple sources on the subject, demonstrating understanding of the subject under
investigation (CCSS: W.11-12.7) (New Colorado P-12 Academic Standards).
As mentioned previously I have 3 sections within my English 11 class: Foundations
(remedial) of which I have 15 total students, Standard (general ed.) of which I have 64 students,
and in my Honors class I have 19 students. The data for my classes grades are a little skewed due
to the fact that teachers and students are out for state testing, not all of their assignments are
graded (currently 86 portfolios, tests, and quizzes need grading) and some students have opted to
submit blank documents in our class Drop Box in order to move on in the course, then go
back to it later. This is a popular choice for students who are behind in their lessons and need to
catch up, students who just need more time completing the essay portfolios, or students who
need one-on-one help from me and will have to wait till end of testing (and who will not come to
our Live Lessons to get said help). Also, in our school we have a system of temporary zeroes
in our grade books that are represented by a 0*. Temporary zeroes (0*) are used as place holders
to show where a student should be in their courses, to indicate how far behind they are. They also
indicate what grade the student would have if they did not complete the course, since all
unfinished assignments will be given a grade of zero at the end of the semester. These zeroes
highly affect student grade reporting.
Taking into consideration these factors, the current average grade for my English 11
Standard class is a D- 60%, English 11 Foundations is an F 53%, and English 11 Honors is a C+
77%.
TEACHER WORK SAMPLE
24
Letter Grade Breakdowns

35
30
30
25
Honors
20
15
10
5
11
8
6
3
Standard
11
4
8
3
Foundations
0
A
Figure 12. Breakdown of Letter Grades per class sections.
The average lesson completion these students should be at 68% (by the time I recorded this
data), however, the average lesson completion for each of the classes are as follows: Standards
average lesson completion is currently at 55%, Foundations average lesson completion is
currently at 58%, and Honors average lesson completion is currently at 64% (See Figure 13).
Student Lesson Completion

45
40
35
30
25
20
15
10
5
0
42
Below
19
11
10
Current
Honors
Standard
Above
4
Foundations
Figure 13. Chart displays the number of students who are below, current, or above course lesson completion of 68%.
That means on average these classes are behind between 1-7 assessments, meaning between 1-7
temporary zeroes are affecting their grades (with assessment grading weights ranging between 319% of their total grade). This is also not taking into account if the students opted to skip a
TEACHER WORK SAMPLE
25
portfolio and submit a blank portfolio (also earning a grade of 0% of a weighted grade of 19%,
until they submit the assessment).
These average grading scores are, of course, not flattering. However, if you compare
them to the number of students who regularly attend our Live Lessons, compared to those
students who do not, you can see there is a significant difference both in academic achievement
and lesson completion. It is important to note that it is not required for ColoCA students to attend
our Live Lessons, so many of them opt not to come (no matter how much I encourage them to do
so).
Student Attendance
For Live Lessons
70
62
60
50
Students Who Attend
Live Lessons
40
30
15
20
10
14
2
Sudents Who Do Not

Attend Live Lessons
0
Honors
Standard Foundations
Figure 14. Comparison of students who choose to come to Live Lesson (regularly) verses those who do not.
While comparing the class averages to the averages of students who do attend our Live Lessons,
there is an increase in all sections and in both categories of Lesson Completion and Grades that
students who attend our Live Lessons are more successful in our course (See Figures 15 and 16
below).
TEACHER WORK SAMPLE
26
Lesson Completion Averages

100%
90%
90%
80%
70%
69.75%
64%
60%
58%
62%
55%
Class Lesson Completion

Average
50%
40%
Students Who Attend

Live Lesson Lesson
Completion Average
30%
20%
10%
0%
Honors
Standard
Foundations
Figure 15. Comparison of students Lesson Completion Averages in English 11 Honors, Standard, and Foundations classes of
those students who attend our Live Lessons to those who do not.
Grade Averages
100%
90%
80%
70%
60%
50%
40%
30%
20%
10%
0%
88%
83.75%
77%
70%
58%
60%
Class Grade Average
Stundent Who Attend Live
Lessons Grade Average
Honors
Standard
Foundations
Figure 16. Comparison of students Grade Averages in English 11 Honors, Standard, and Foundations classes of those students
who attend our Live Lessons to those who do not.
As you can see those students who attend my lessons tend to have about 4% or greater lesson
completion on average than their classmates, and about 6% or greater in their grade averages for
our class.
II.P.2
TEACHER WORK SAMPLE
27
In this Unit students will write an MLA-formatted research paper based on research
drawn from credible resources. Students will have the opportunity to become an authority on a
subject by creating their own research report. Working through the writing process, they will
select a topic, evaluate sources and conduct research, cite sources properly, draft a report, and
revise and edit the report before publishing it and submitting it for their portfolio. The students
will be writing a Research Paper on one of following options:
Research Portfolio Prompt Option 1:
Your research paper will analyze a
historical event that has had a monumental
effect on American literature.
Research Portfolio Prompt Option 2:

Choose an author. Research that authors
background. Write a research paper that
explains how that author's background
influenced the work that he/she created
The sequences of the lessons are as follows:

Unit 5: Research Paper Lessons
1. Introduction to Research Writing
8. Outlining
2. Choosing a Subject
9. Drafting
3. Introduction to Research
10. Nonfiction Writing I
4. Gathering Information
11. Nonfiction Writing II
5. Using Quotations
12. Evaluating Research
6. Synthesizing and Organizing
13. Revising, Editing, and Publishing
7. Documenting
We will not cover Lesson 1 together since this is only an introductory lesson, but we will be
using the Quick Check (
) as our Unit pre-assessment. We will also not be covering Lessons 10
and 11 together, mostly for the fact that they do not directly deal with the paper at hand and
secondly for the fact of time management. The students can easily cover the material in these
lessons by themselves without additional support.
In Lessons 25, students will complete prewriting activities for their research paper.
During Lessons 68, students will organize, write, and evaluate the rough draft of their research
paper. In Lesson 9, students will write and submit a rough draft of their research paper as a
portfolio assessment. During Lesson 12, students will evaluate and revise their rough draft in
TEACHER WORK SAMPLE
28
order to write a final draft. In Lesson 13, students will read aloud their essay to make final
revisions before they submit their final draft as a portfolio assessment.
II.P.3
In our virtual classroom we follow a flipped classroom model. According to Cynthia
Brame, CFT Assistant Director at Vanderbilt University, Flipping the classroom means that
students gain first exposure to new material outside of class, usually via reading or lecture
videos, and then use class time to do the harder work of assimilating that knowledge, perhaps
through problem-solving, discussion, or debates (Brame). And that is preciesly what we try to
accomplish in our classroom for this Unit. We spend time in our classroom practicing the skills
covered in the lesson so students get one-on-one help they wouldnt get in completing their
lesson on their own.
In terms of Blooms revised taxonomy (2001), this means that students
are doing the lower levels of cognitive work (gaining knowledge and
comprehension) outside of class, and focusing on the higher forms of
cognitive work (application, analysis, synthesis, and/or evaluation) in
class, where they have the support of their peers and instructor. This
model contrasts from the traditional model in which first exposure
occurs via lecture in class, with students assimilating knowledge through
homework; thus the term flipped classroom (Brame).
Using this model is also important at our online school especially for the fact that students can go
at their own pace throughout the course (as long as they finish by a set date). So students tend to
be in all different places within the course, having a flipped classroom allows teachers to engage
students who are ahead of what their current lesson should be and students who are behind
(going back to the first exposure model).
II.P.4
This practice is has been supported and publicized in The New York Times article Classroom
Lectures Go Digital by Michael Fitzpatrick (Fitzpatrick, 2012); The Chronicle of Higher
TEACHER WORK SAMPLE
29
Educations article How 'Flipping' the Classroom Can Improve the Traditional Lecture by Dan
Berrett (Berrett, 2012); and Science magazines article Farwell, Lecture? by Eric Mazur
(Mazur, 2009).
Section 3: Standards, Goals, and Objectives
III.P.1-4
Unit 5 of our English 11 class follows the Colorado Standard Content Area of Reading,
Writing and Communicating for eleventh grade. Our grade level expectations is Self-designed
research provides insightful information, conclusions, and possible solutions. We will also be
using the Colorado Standard Content Area of Mathematics for high school. Our Math concepts
and skills students should master are visual displays and summary statistics condense the
information in data sets into usable knowledge. For our Math standard, students will create a
graph, table, or timeline in order to create a visual aid for their research paper. We also have a
Social Studies component, in that one of the Research Paper options askes students to Describe
and analyze the historical development and impact of the arts and literature on the culture of the United
States (DOK 1-3).
Unit & Lesson

#
TWS
#
Lesson Objective(s)
Unit 5
Lesson 2:
Choosing a
Subject
Choose a subject for

the research paper;
Develop research
questions.
Goals
Colorado State Standard(s)

Content Area: Reading,
Writing and Communication
Standard: 4. Research and
Reasoning
Content Area: Mathematics
Standard: 3. Data Analysis,
Statistics, and Probability
Content Area: Social Studies
Standard: 1. History
Pick a Subject for the

Research Paper.
Create at least 3
research questions.
A. Conduct short as well as

more sustained research
projects to answer a question
(including a self-generated
question) or solve a problem;
narrow or broaden the
inquiry when appropriate;
TEACHER WORK SAMPLE
30
Unit 5
Lesson 3:
Introduction to
Research
Gather information
and evaluate sources
for the research
paper.
Be able to find and

distinguish reliable
sources off the
internet for practice
questions.
Find 3 reliable
sources for research
paper.
Unit 5
Lesson 4:
Gathering
Information
Practice successfully
using the internet for
research.
Unit 5
Lesson 5:
Using
Quotations
Organize notes
effectively. Avoid
plagiarism by
creating source cards.
Review how to do
MLA citations.
Create source cards

from the reliable
sources students
found for the research
paper.
Unit 5
Lesson 6:
Synthesizing
and Organizing
Create a working
thesis statement.
Unit 5
Lesson 7:
Documenting
Synthesize
information from
different sources.
Compose a working
thesis for the
research paper.
Create a work cited
page. Review MLA
formatting.
Create a work cited.
synthesize multiple sources

on the subject, demonstrating
understanding of the subject
under investigation. (CCSS:
W.11-12.7)
History Standard: G.
Describe and analyze the
historical development and
impact of the arts and
literature on the culture of the
United States (DOK 1-3)
C. Evaluate and revise
research questions for
precision and clarity
B. Gather relevant
information from multiple
authoritative print and digital
sources, using advanced
searches effectively; assess
the strengths and limitations
of each source in terms of the
task, purpose, and audience;
integrate information into the
text selectively to maintain
the flow of ideas, avoiding
plagiarism and overreliance
on any one source and
following a standard format
for citation. (CCSS: W.1112.8)
E. Document sources of
quotations, paraphrases, and
other information, using a
style sheet, such as that of the
Modern Language
Association (MLA) or the
American Psychological
Association (APA)
F. Draw evidence from
literary or informational texts
to support analysis,
reflection, and research.
(CCSS: W.11-12.9)
TEACHER WORK SAMPLE
Unit 5
Lesson 8:
Outlining
Organize supporting
details. Develop an
outline.
Unit 5
Lesson 9:
Drafting
Identify the
characteristics of a
successful
introduction. Create a
graph, table or
timeline for research
paper.
Unit 5
Lesson 12:
Evaluating
Research
Unit 5
Lesson 13:
Revising,
Editing, and
Publishing
10
Develop strategies
for addressing
trouble spots in the
research report.
Evaluate the research
paper using a
checklist.
Revise the research
paper using an
evaluation checklist
for revising. Edit a
report for grammar,
usage, mechanics,
and spelling.
31
Modern Language
Association (APA)
Create an outline.
(CCSS: W.11-12.9)
Write an introduction. F. Draw evidence from
Create a graph, table
or timeline.
(CCSS: W.11-12.9)
Math Standard: 1. Visual
displays and summary
statistics condense the
information in data sets into
usable knowledge
History Standard: Describe
and analyze the historical
development and impact of
the arts and literature on the
culture of the United States
(DOK 1-3)
Revise Rough Draft
from problem areas.
(CCSS: W.11-12.9)
Make final edits of

Rough Draft for Final
Draft.

(CCSS: W.11-12.9)
III.P.5
For this Unit, our standards, goals, and objectives are all tied to the post-secondary skills
and competencies that students will be able to: gather information from a variety of sources;
analyze and evaluate the quality and relevance of the source; and use it to answer complex
TEACHER WORK SAMPLE
32
questions. We can see that this Unit also identifies higher order of thinking skills based on
Blooms Taxonomy (Revised) (Figure 17).
Figure 17. Blooms Taxonomy (Revised) (Brame).
In class students are asked to analyze and evaluate sources for their information and reliability
for their research papers. Then then need to synthesize and organize said information, further
analyzing and evaluating it. After they have their sources fully scrutinized they move onto the
creation phase of the Unit. Applying what they have learned they are asked to create source
cards, work cited pages, outlines, drafts, and a final draft to demonstrate their understanding of
the objectives, goals, and standards for the Unit.
Section 4: Pre/Post Assessment Instruments
Part I: IV.P.1-6
Before I start explaining the pre- and post- assessments that I utilized in Unit 5: Research
Paper, I should first explain that at our school, and at all Connections Academics, our lessons
and assessments are pre-made by the Pearson company and cannot be altered. I can, however,
change the writing prompts for portfolios (i.e. Essays), but that is the extent of it. I also cannot
add extra assessments for graded assignments. So for the purpose of this TWS I tried to use as
much as possible of what was already found in our course tree and supporting that with poll
pods or Q & A pods within our lessons.
TEACHER WORK SAMPLE
33
For our pre-assessment I used the Unit 5 Lesson 1 Quick Check, found in the course tree.
This assessment serves as an introduction for the Colorado Standard of the Reading, Writing, and
Communicating Content Area: Conduct short as well as more sustained research projects to
answer a question (including a self-generated question) or solve a problem; narrow or broaden
the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating
understanding of the subject under investigation (CCSS: W.11-12.7). And in order to have unity
between the pre-assessment from the course and our Live Lessons, I created a second type of
assessment via the Adobe Connect poll pod with a similar question to the first found in their
Quick Check. The Quick Check question was: What is a good way to start a research report?;
and the poll pod question was: What is important when picking a topic and starting a research
paper?.
On the following page is a screen shot (See Figure 19) of the pre-created assessment in
our course for the Unit 5: Research Paper. It can be found in our course tree under Unit 5: Lesson
1- Introduction to Research Writing. Additionally, in our course tree there are no directions on
taking the assessment. Students just see this screen, figure 18, before taking the Quick Check
assessment. This is again something in our course that I do not have control over.
Figure 18. Screen shot of page before Unit 5 Lesson 1 Quick Check.
TEACHER WORK SAMPLE
34
Figure 19. Unit 5 Lesson 1 Quick Check.
TEACHER WORK SAMPLE
35
Below (Figure 20) is a screen shot from our Live Lesson of the poll pods we utilized
that allude back to the Quick Check in order to evaluate student performance in another medium:
Figure 20. Pre-Assessment Poll Pod (top left), relates back to Quick Check. Pre-Assessment Poll Pod (bottom left), relates to the
Research Paper topic (post-assessment). Directions are in the Read Me: Directions! note pod in green.
As for the post-assessment, students were asked to create a Research Paper, following the
Colorado State Standards of the Reading, Writing, and Communicating Content Area: Draw
evidence from literary or informational texts to support analysis, reflection, and research. (CCSS:
W.11-12.9). The following images are as follows: a screen shot from our course tree of
Research Paper directions (Figure 21), followed by a screen shot of our English 11 message
board (including a second paper option for accommodations) (Figure 22), and lastly, a copy of
our Research Paper Rubric (Figure 23).
TEACHER WORK SAMPLE
Figure 21. Screen shots from English 11 course tree of Unit 5 Lesson 2 Pages 2-3.
36
TEACHER WORK SAMPLE
Figure 22. Screen shot of our English 11 Message Board with additional instructions and secondary paper option for
accommodations.
37
TEACHER WORK SAMPLE
38
Figure 23. English 11 Research Paper Rubric.
TEACHER WORK SAMPLE
39
Taking both the pre- and post assessment data I categorized it into 3 disaggregate
groups: section levels, male vs. female, and students who attended Live Lesson and those who
did not. As much as my findings were interesting in the analysis of these groupings, I also ran
into many struggles due to lack of data, much of which I will go into later. However, here are
my preliminary findings and raw data I collected.
ID
Number
Special
Needs
Section
Male/Female
PreAssessment
PostAssessment
Honors
Attended
Live
Lessons
Yes
645848
N/A
Male
100%
N/A
378602
441125
1389296
947258
1108493
1839707
985814
1762488
1541399
1531489
1647876
1317618
1680706
487383
1815090
1656262
1602188
1153523
624708
1290038
1623831
1416318
1666688
1577277
1577276
N/A
N/A
N/A
N/A
N/A
N/A
N/A
N/A
N/A
N/A
N/A
N/A
N/A
IEP
N/A
N/A
N/A
N/A
N/A
N/A
N/A
IEP
IEP
N/A
IEP
Honors
Honors
Honors
Honors
Honors
Standard
Standard
Standard
Standard
Standard
Standard
Standard
Standard
Standard
Standard
Standard
Standard
Standard
Standard
Standard
Foundations
Foundations
Foundations
Foundations
Foundations
No
No
No
No
No
No
No
Yes
No
No
Yes
No
No
No
Yes
No
No
No
No
No
No
Yes
No
No
No
Female
Female
Male
Male
Female
Female
Male
Female
Female
Female
Female
Male
Male
Male
Male
Female
Female
Female
Female
Male
Female
Male
Male
Female
Female
50%
100%
50%
100%
75%
25%
25%
50%
0%
50%
25%
50%
50%
100%
25%
50%
25%
75%
100%
25%
75%
50%
0%
25%
100%
N/A
100%
N/A
N/A
N/A
N/A
N/A
N/A
N/A
0%**
N/A
N/A
0%**
N/A
N/A
N/A
N/A
100%
N/A
N/A
96%
N/A
0%**
58%
N/A
**Average includes scores of students who submitted blank documents

In order to obtain this data I first started with the students who completed the pre-assessment
Quick Check (Unit 5 Lesson 2- Introduction to Research Writing). I then noted if they had an
IEP, what section they were in, if they attended any of our night live lessons on the Research
Paper, and if they were male or female.
TEACHER WORK SAMPLE
40
For the Post-Assessment, I have made some adaptations on a case-by-case basis. As a

whole I gave students a second paper option if the first was too hard for them (taking into
consideration that previous classes struggled as well with the original prompt). Also, students in
the Foundations classes were given extra credit for attending our Live Lesson sessions, in order
to reward them for their additional effort. As far as the case by case accommodations are
concerned, I have 4 students with IEP accommodations, two of which require shortened writing
assignments. For these students they were asked to write a 2 page research paper instead of 3
pages (not including the work cited in the page count). The other two student accommodations
were for extended time so that didnt much apply to this assignment (since there are no due
dates in our class, as long as it is completed before the end of the semester).
Of the students who submitted both assignments the disaggregate group analysis is as
follows. The first of which is two charts displaying each sections average score on the pre- and
post- assessments (of those students who are currently in the unit):
Class
Pre-Assessment Name
Standard
Introduction to Research
Writing
Writing
Writing
Foundations
Honors
Class
Post-Assessment Name
Weight Type
Quick Check
Number of
Students
15 out of 64
Average
Score
45%
Quick Check
5 out of 15
50%
Quick Check
7 out of 19
75%
Number of
Students
3 out of 64
Average
Score
33% **
Weight Type
Final Draft Submission

Portfolio Item
Portfolio
3 out of 15
51% **
Foundations
Portfolio Item
Portfolio
1 out of 19
100%
Honors
Portfolio Item
Portfolio
Standard
TEACHER WORK SAMPLE
41
As we can see from the number of students included in the average score polling, very few of my
students are currently in Unit 5 of their lessons. I was not surprised in this grouping that the
Honors class had the highest grades overall, that is to be expected (especially because it was only
one student who finished our course over a month ago). I was presently surprised that the next
highest ground was the Foundations students, who tend to be the least proficient on our
assessments. But this data will be a little off since 2 of the students in the Standard grouping
submitted blank documents scoring them a score of 0%.
And as we continue on to our next group, we can see that even less students took the time
to participate in our Live Lesson covering the Research Paper Unit. Here are the average scores
of students who attended our Live Lessons to those who did not (divided up by all sections, then
by their individual levels):
PREASSESSMENT
Average Scores
Attended Live
Lessons
Did Not Attend
Live Lessons
All Sections
(number of
students)
56% (4)
Standard
(number of
students)
37.5% (2)
Foundations
(number of
students)
50% (1)
Honors
(number of
students)
100% (1)
49% (23)
46% (13)
50% (4)
71% (6)
POSTAll Sections
Standard
Foundations
Honors
ASSESSMENT
(number of
(number of
(number of
(number of
Average Scores
students)
students)
students)
students)
No Data (0)
No Data (0)
No Data (0)
No Data (0)
Attended Live
Lessons
51% (7)**
33% (3)**
51% (3)**
100% (1)
Did Not Attend
Live Lessons
As we can see in the cases of the pre-assessment, two of the three sections whose students
attended our lessons received equal or higher grades than those who did not. Also the average of
all the sections together supports my earlier data that students who attend our Live Lessons tend
TEACHER WORK SAMPLE
42
to have a 4-6% higher grade in my class. As we can also see, the data is not conclusive for the
post assessment data, as there was no data to come by. Currently none of the students who have
attended our Live Lessons have submitted a Final Draft. This is due to the fact that almost all of
the students who participated in our lessons are still in Unit 4 of the course, and will not be in
Unit 5 till nearly the second week of May.
I was surprised by the uneven spread of grade averages in the different section levels for
male vs female students. As the whole class averages are very similar to each other (52% and
55%), the individual levels shift severely in my Foundations and Honors classes. Below are the
average scores of male versus female students (divided up by all sections, then by their
individual levels):
PREASSESSMENT
Average Scores
Boys
Girls
POSTASSESSMENT
Average Scores
Boys
Girls
All Sections
(number of
students)
52% (11)
Standard
(number of
students)
46% (6)
Foundations
(number of
students)
25% (2)
Honors
(number of
students)
83% (3)
55% (16)
44% (9)
67% (3)
69% (4)
All Sections
(number of
students)
0% (2)**
Standard
(number of
students)
0% (1)**
Foundations
(number of
students)
0% (1)**
Honors
(number of
students)
No Data (0)
71% (5)**
50% (2)**
77% (2)
100% (1)

Something else that I found intriguing when looking at this data between boys and girls in my
classes is that more boys submit blank documents in my classes than girls.
Both these pre- and post- assessments (as for all of the assessments we use in this unit)
align with the postsecondary readiness skills of being able to gather information from a variety
TEACHER WORK SAMPLE
43
of sources; analyze and evaluate the quality and relevance of the source; and use it to answer
complex questions. With such applications as: representing and accurately citing data,
conclusions, the opinions of others can be compromised if the researcher does not recognize
his/her bias on the topic; and accurately documenting sources of information can prevent
accusations of plagiarism which can sometimes lead to legal action.
Part II: IV.P.1-6

The chart below contains all of the daily performance results for my students who are
currently in Unit 5: Research Paper. The gray squares signify uncompleted lessons; green are
passing grades; red are failing grades; and yellow are students with IEP accommodations.
ID #
Section (IEP)
5-1
5-2
5-3
5-4
5-5
5-6
5-7
5-8
5-9
5-12
5-13
645848
378602
441125
1389296
947258
1108493
1561370
1839707
985814
1762488
1541399
1531489
1647876
1317618
1680706
487383
1815090
1656262
1602188
1153523
624708
1290038
1623831
1416318
1666688
1577277
1577276
H
H
H
H
H
H
H
S
S
S
S
S
S
S
S
S (IEP)
S
S
S
S
S
S
F
F (IEP)
F (IEP)
F
F (IEP)
100
50
100
50
100
75
50
25
25
50
0
50
25
50
50
100
25
50
25
75
100
25
75
50
0
25
100
50
50
50
50
100
50
75
50
50
50
25
50
100
75
50
50
50
75
50
50
50
25
0
25
100
100
60
80
80
80
80
80
80
80
80
100
80
80
60
60
100
100
60
80
20
40
60
60
100
100
100
75
50
100
100
100
100
100
100
75
100
100
75
25
0
75
75
75
40
100
60
40
100
100
100
100
60
60
100
60
100
40
100
40
40
100
100
70
40
100
100
70
100
100
100
70
100
40
70
100
50
75
0
50
50
50
100
100
50
25
25
0
75
-
100
100
100
100
100
100
100
80
60
40
80
-
100
100
0
100
100
100
100
0
100
-
0
100
100
100
100
67
67
100
-
100
0**
0**
100
96
0**
58
-
**Student submitted blank document
TEACHER WORK SAMPLE
44
As already shown, the scoring for Unit 5 Lesson 1 Quick Check is based on the online multiple
choice quiz from the course tree. The scoring on the Unit 5 Lesson 14 Portfolio assessment is a
scoring rubric which I will use to grade the Research Paper. Copies of these assessment can be
found in the above: figure 18- directions to the pre-assessment, figure 19- screen shot of the
pre-assessment, figure 21-a screen shot from our course tree of Research Paper directions,
followed by a screen shot of our English 11 message board (including a second paper option for
accommodations) (Figure 22), and lastly, figure 23- a copy of our Research Paper Rubric.
During our Live Lessons we did offer another accommodation but no special needs
students took the opportunity. For the Rough Draft Lesson (Unit 5 Lesson 9) I have the Learning
Specialist, Mrs. Biggs, join our nightly Live Lesson. She is responsible for all 10th and 11th
graders with IEPs and they are all in her homeroom class. The accommodation was to have a
collaborative effort between Mrs. Biggs and I in order to give these students one-on-one help
with two teachers on the draft before the final draft (and final assessment) was submitted.
However, as I said none of these students showed up. Even with personal invitations and
reminders.
Since the assessments were already pre-made and cannot be altered, I used our Live
Lesson time to identify any questions they would see on their future assessments, and use the
data (if they had taken the assessment) to see if we needed to review any material. One lesson in
particular we reviewed a few times over in other lesson days, that being the Choosing a Topic
lesson. As you can see it has the most failing grades after the pre-assessment. I used this data to
constantly re-address the concept of how to pick a topic, how to focus it, and how to write
research questions to answer the topic at hand (since each lesson touches on this idea
differently). After this lesson the failing rate dropped significantly.
TEACHER WORK SAMPLE
45
Section 5: Instructional Plan
Part I: V.P.1-8
The following list gives a brief overview of the lessons that will be taught in the Research
Paper Unit. This entire Unit works toward the post-secondary skills and competencies that
students will be able to gather information from a variety of sources; analyze and evaluate the
quality and relevance of the source; and use it to answer complex questions.
Unit 5: Research Paper Lesson Overview
1. Introduction to Research Writing
7. Documenting
(Pre-Assessment)
8. Outlining
2. Choosing a Subject
9. Drafting
3. Introduction to Research
10. Evaluating Research
4. Gathering Information
11. Revising, Editing, and Publishing
5. Using Quotations
(Post-Assessment)
6. Synthesizing and Organizing
The following chart outlines the order in which lessons will be taught, along with all the
objectives and Colorado State Standards to which they relate. These standards include content
areas in Reading, Writing, and Communication, Mathematics, and Social Studies.
Unit & Lesson
#
TWS
#
Lesson Objective(s)
Unit 5
Lesson 2:
Choosing a
Subject
Choose a subject for

the research paper;
Develop research
questions.
Performance Based
Activities
Pick a Subject for the

Research Paper.
Create at least 3
research questions.
Colorado State Standard(s)

Content Area: Reading,
Writing and Communication
Standard: 4. Research and
Reasoning
Content Area: Mathematics
Standard: 3. Data Analysis,
Statistics, and Probability
Content Area: Social Studies
Standard: 1. History
A. Conduct short as well as

more sustained research
projects to answer a question
(including a self-generated
question) or solve a problem;
narrow or broaden the
inquiry when appropriate;
synthesize multiple sources
on the subject, demonstrating
understanding of the subject
under investigation. (CCSS:
TEACHER WORK SAMPLE
46
Unit 5
Lesson 3:
Introduction to
Research
Gather information
and evaluate sources
for the research
paper.
Be able to find and

distinguish reliable
sources off the
internet for practice
questions.
Find 3 reliable
sources for research
paper.
Unit 5
Lesson 4:
Gathering
Information
Practice successfully
using the internet for
research.
Unit 5
Lesson 5:
Using
Quotations
Organize notes
effectively. Avoid
plagiarism by
creating source cards.
Review how to do
MLA citations.
Create source cards

from the reliable
sources students
found for the research
paper.
Unit 5
Lesson 6:
Synthesizing
and Organizing
Create a working
thesis statement.
Unit 5
Lesson 7:
Documenting
Synthesize
information from
different sources.
Compose a working
thesis for the
research paper.
Create a work cited
page. Review MLA
formatting.
Create a work cited.
W.11-12.7)
Describe and analyze the
historical development and
impact of the arts and
literature on the culture of the
United States (DOK 1-3)
B. Gather relevant
information from multiple
authoritative print and digital
searches effectively; assess
the strengths and limitations
of each source in terms of the
task, purpose, and audience;
integrate information into the
text selectively to maintain
the flow of ideas, avoiding
plagiarism and overreliance
on any one source and
following a standard format
for citation. (CCSS: W.1112.8)
Modern Language
Association (APA)
(CCSS: W.11-12.9)
Modern Language
Association (APA)
TEACHER WORK SAMPLE

Unit 5
Lesson 8:
Outlining
Organize supporting
details. Develop an
outline.
Unit 5
Lesson 9:
Drafting
Identify the
characteristics of a
successful
introduction. Create a
graph, table or
timeline for research
paper.
Unit 5
Lesson 12:
Evaluating
Research
Unit 5
Lesson 13:
Revising,
Editing, and
Publishing
10
Develop strategies
for addressing
trouble spots in the
research report.
Evaluate the research
paper using a
checklist.
Revise the research
paper using an
evaluation checklist
for revising. Edit a
report for grammar,
usage, mechanics,
and spelling.
47
Create an outline.

(CCSS: W.11-12.9)
Write an introduction. F. Draw evidence from
Create a graph, table
or timeline.
(CCSS: W.11-12.9)
Math Standard: 1. Visual
displays and summary
statistics condense the
information in data sets into
usable knowledge
History Standard: Describe
and analyze the historical
development and impact of
the arts and literature on the
culture of the United States
(DOK 1-3)
Revise Rough Draft
from problem areas.
(CCSS: W.11-12.9)
Make final edits of

Rough Draft for Final
Draft.

(CCSS: W.11-12.9)
Instructional Strategies Used Throughout Unit

Instructional Strategies
How it was Used
Lesson it was Used In
1. Direct Instruction
Lecture (using PowerPoints or PDF
Unit 5 Lesson 5 (TWS 4)
materials).
2. Guided Instruction
Explain components of the paper and
work through an example together.
3. Independent Practice Writing different components of the
paper.
4. Graphic Organizer
Fill in the chart with topic and
research questions.
5. Admit/Exit Slips
Entrance poll pod and Exit Q&A pod.
All Lessons
6. Data Gathering
Gather research for their papers, along
with reliable sources.
TEACHER WORK SAMPLE
48

Research Paper: Choosing a Subject
CCU Teacher Candidate: Emily Maddock
Program Code: Secondary Licensure
Lesson Date: April 7, 216
District: Mapleton
Mentor Teacher: Tracy Reynolds
Student ID #: 0484495
School: Colorado Connections Academy
University Supervisor:
Content Area: Reading, Writing, and Communicating
Valerie Perciante
Grade Level: 11th
Grade Level Expectation: Self-designed research provides insightful information, conclusions,

and possible solutions
Desired Evidence Outcome(s): Conduct short as well as more sustained research projects to
understanding of the subject under investigation. (CCSS: W.11-12.7)
Lesson Objective(s): Choose a subject for the research report; Develop research questions.
Lesson Pre-Assessment: Students will have already completed Unit 5 Lesson 1: Introduction to
Research Writing (see attachment) and the Introduction to Research Writing Quick Check. If
the students have not finished the Quick Check before the lesson, during the Anticipatory Set
(American Authors Believer & the poll pod) I will give students a chance to finish the
Lesson 1 Quick Check (it should not take them more than 3-5 minutes). We will be using the
Quick Check as a starting point for the lesson, in particular the question What is a good way to
start a research paper? This will bring us to choosing a subject and developing research
questions, since think about questions you want answered is the correct answer in the Quick
Check and we will be focusing on writing questions to start our papers.
Materials Needed: Computer, Internet, Word Processing Program (such as Word or Pages),
Writing with Power online textbook, paper and pen (if desired)
Introduction: (Motivation/Anticipatory Set): While students are entering into our Live Lesson
virtual classroom I will have American Authors Believer playing with a poll pod asking
students to type in either the name of an author that interests them or an event in American
history that interests them. That way we can discuss potential subjects for their research papers,
to get them thinking. The reason for the music and poll pod is to help the students transition into
class, provide students who have not done the pre-assessment with time to finish it before we
start, and also, to get students feeling comfortable with todays topic (additionally, American
Authors will tie into the research topics that will be explained later). We will also have another
question in a separate poll pod repeating a question from their Quick Check, What is a good
way to start a research paper? Again, this is to get them thinking about their papers and where
they should be starting.
TEACHER WORK SAMPLE
49
Student Adjustment(s): This Unit will really be concentrated on individualized help, since each
student will have a different topic. I have some example topics for students who cant think of
something to write on or are not inspired by the prompts. I will also have Open Office Hours on
Fridays for students to ask for help. If Fridays dont work, I will also have scheduled meeting
times where we can work on the paper one-on-one in our Live Lesson virtual classroom. I have
research paper video recordings which give step by step instructions on the different components
of the research paper and written outlines on how to write a research paper. After our 30 minute
sessions I will keep the virtual room open for any students who wish to work on a particular
section, giving them their own break out room to work in (like a study room in a library) where I
can come in to see if they need help. Once they have topics selected, later in the Unit, they will
work in breakout rooms to work on their papers with classmates. I have also arranged for our
Special Education teacher to come and help with some lessons, to help explain confusing
concepts and to address any other needs for our special education students (dates TBA).
Instructional Input: Instruction will mainly be using a PowerPoint and then a PDF that students
will be able to edit themselves. We will be first be focusing on choosing a subject for the
students research paper: what options the students have to write on their papers, picking a
subject, how to not make it too broad or too narrow. Also, we will be focusing on what kinds of
research questions are helpful in starting a research paper (and why). We would also be giving
examples of both topics and questions.
Guided Practice: In a PDF chart (which will be editable by students), we will look at the
authors or events the students mentioned in the poll pod and discuss what kind of research
questions would work to increase our knowledge of these topics. I will start with an example and
what questions would help me in my research.
Independent Practice: Once we have gone over my example of a topic and the research
questions that would help me in the research process I would then have the students do the same
with the examples they came up with. In a share pod I will bring up a PDF chart for the students
to fill out. It will have 3 sections: What is your topic idea? What are three questions you think
would help in your research? Why do you think these three questions will help in your research?
Again, I will start with my example, explaining each of the components, and then, as a class, ask
them to fill out the chart in for the example they came up with at the beginning of class.
Lesson Post Assessment: After the lesson students will be asked to answer a poll pod which will
ask if they feel comfortable picking a topic for their research paper, if they answer no or kind
of I have directions to ask them to stay after class for some additional help (showing that they
have not learned/mastered the topic entirely). Students will also have to complete the Unit 5
Lesson 2: Choosing a Subject (see attachment) and Choosing a Subject Quick Check post
assessment in their course tree.
Closure: I will wrap things up with the wrap up note pod. It will explain again what we
accomplished in this lesson (picking a topic, creating research questions), what they need to do
after the lesson (complete the poll pod and Unit 5 Lesson 2), and what we will be doing next
class (Unit 5 Lesson 3- Introduction to Research). I will also invite any student who still have
questions to stay in the live lesson room so we can work together through their confusion. If
TEACHER WORK SAMPLE
50
there is more than one student or if a student has a more personal question to ask I will pull them
into individual breakout rooms to give them individualized attention.
Next Steps: Unit 5 Lesson 3: Gathering Information
Teacher Performance Standards Addressed in this Lesson:
Standard Five: Knowledge of Classroom and Instructional Management:
The teacher is knowledgeable about classroom practice in order to successfully manage time,
communications, and record keeping procedures that will support and enhance student learning.
The teacher has demonstrated the ability to:
5.1 Create a learning environment characterized by acceptable student behavior, efficient use of
time, and disciplined acquisition of knowledge, skills, and understanding.
5.3 Apply appropriate intervention strategies and practices to ensure a successful learning
environment.
5.5 Understand the cognitive processes associated with various kinds of learning (e.g. critical and
creative thinking, problem structuring and problem solving, invention, memorization and recall)
and ensure attention to these learning processes so that students can master content standards.
Post Lesson Reflection:
Philippians 4:13 I can do all this though him who gives me strength.
I felt like this was a very successful lesson, not only because the feedback from my
supervisor was positive, but also because: all of my students engaged in the lesson; in the exit
poll, all the students answered that they now felt comfortable proceeding with picking a topic for
their paper; and because the class went fairly smooth. I have to give this up to God that my
lesson went so well.
Some things that my supervisor thought was successful in my lesson was my wrap up
notes at the end of the lesson (which I will make sure to continue to do), she thought it was
concise and highlighted everything we did. She also thought my upbeat communication with my
students was noteworthy. I have to admit this made me extremely happy. I only have my students
for a limited amount of time so I always try to make sure I leave them with a positive view of our
class and my teaching style. However, my students made this possible by being amazing and
really participating in the class. Lastly, she thought my PowerPoint and examples were clear and
helpful to my students. This was also a little personal victory for me, since I always think I
struggle with modeling activities for my students. Sometimes I struggle with acknowledging that
not all students are coming to my lessons with the same prior knowledge. So I really tried to
work on that today.
We did have some small hiccups. Two of the share pods I had lost the document that
was pre-loaded into them. This might have been due to the fact that I set them up the day before,
or that I might have changed the document name or location on my computer without realizing it
(causing the program to lose the documents). I was able to recover them but it left a lull in the
pacing of the lesson. We also ran a little over time at the end (about 7 minutes). But this was
TEACHER WORK SAMPLE
51
actually a good thing, because all of the students were engaging in the activity. I tried to give
them as much time as possible to get their full participation.
Some things that I am taking away from this lesson is utilizing my exit poll to the full
extent, possibly incorporating the use of student microphones, and making sure to keep to our
time constraints. For our exit poll tomorrow my supervisor suggested that I ask my students what
three things they are taking away from the lesson and if they have additional questions, instead
of yes or no replies. Another take away is having the students use their microphones. It would
have save a lot of time in the activity if the students used their mics instead of typing into the
PDF document. We will see how that will work, since many students do not like using the mic or
do not have one. Lastly, the last thing I want to work on in future lessons is keeping a closer eye
on our timing. This will be particularly necessary in our example and group work tomorrow. I
will try to do a run-through of the activity to see what a realistic time would be in completing it.
I have to admit I was nervous about this lesson. This was the first time we were doing a
lesson at night, the first time that some of these students attended one of our live lessons, the first
time I had so many pods layered on top of each other to smoothly transition from one item to the
next, and the first time that I gave a lesson from my house. But as said in Jeremiah 17:7, But
blessed in the one who trusts in the Lord, whose confidence is in him. I prepared ahead of time,
did a dry-run of my lesson, and then left the rest to God. He seemed to smile on me tonight.
Hopefully tomorrow will be successful as well, pushing the boundaries and trying even more
new things!
Lesson Recording: http://ww2.livelesson.com/p7vxj99nync/
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Research Paper: Introduction to Research
District: Mapleton
Valerie Perciante
Grade Level: 11th

Desired Evidence Outcome(s): Evaluate and revise research questions for precision and clarity
Lesson Objective(s): Gather information and evaluate sources for the research report.
Lesson Pre-Assessment: Students will have already completed Unit 5 Lesson 2: Choosing a
Subject (see attachment) and the Choosing a Subject Quick Check. If the students have not
finished the Quick Check before the lesson, during the Anticipatory Set (Blondie One way or
another & the poll pod) I will give students a chance to finish the Lesson 2 Quick Check (it
should not take them more than 3-5 minutes). We will be using the Quick Check as a starting
point for the lesson, in particular the question Which of the following is not a guideline for
choosing a research subject? This will bring us to introduction to research, since choose a
subject for which you can find a variety of information in the library or media center is one of
the correct answer in the Quick Check and today we will be focusing on finding reliable sources.
virtual classroom I will have Blondie One way or Another playing with three different poll
pods asking students a question about starting a research paper (relating back to the Quick
Check from the lesson beforehand) and how can you tell a source is reliable. That way we can
ease into what the different is between reliable sources and unreliable sources. The reason for the
music and poll pod is to help the students transition into class and provide students who have not
done the pre-assessment with time to finish it before we start. After students have had enough
time I have a short video on How to Know If a Source Is Reliable by Shmoop.
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concepts and to address any other needs for our special education students (dates TBA).
Instructional Input: Instruction will mainly be using a PowerPoint within different breakout
rooms to help facilitate them through our independent practice. Students will be asked to
research topics for credible sources. Relaying back to the objective of gathering information and
evaluate sources.
Guided Practice: Students will be asked to research topics for 3 credible sources, give a quote
or summary from each source, and the reason why the source is credible. I will start by having a
research topic and sharing my screen on how I can look online for credible sources. Then I will
demonstrate for them how I can take simple notes from each source, and my reasoning on why
they are credible sources.
Independent Practice: Students will be put into one of three breakout rooms where a question is
already posted with the directions from the example prompt. Each group will have a different
question and note pod to type their answers. They will be given 10 minutes to finish the
assignment. After they have done so I will pull them back into the main room to discuss our
questions and findings.
Lesson Post Assessment: Students will complete the Unit 5 Lesson 3: Introduction to Research
and Introduction to Research Quick Check post assessment in their course tree.
Closure: At the end of the lesson I will have a poll pod with a question asking what are some
common un-reliable sources?. Recapping what makes these sources unreliable and that they
should be avoided in their research process. (This will also serve partially for the lesson post
assessment)
Next Steps: Unit 5 Lesson 4: Gathering Information
Standard Seven: Knowledge of Technology: The teacher is skilled in technology and is
knowledgeable about using technology to support instruction and enhance student learning.
7.1 Apply technology to the delivery of standards-based instruction.
7.2 Use technology to increase student achievement.
7.3 Utilize technology to manage and communicate information.
7.5 Instruct students in basic technology skills.
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This lesson I was hoping to accomplish more but unfortunately we did not get the number
of students that signed up for the class. We had 9 students signed up but only 3 showed. I wanted
to do breakout room group work (3 per room) in order to practice finding reliable sources and
make a small competition of it. But since we only had 3 show up, and one dropped out halfway
through the assignment, it was disappointing to say the least.
In order to accommodate for this lack of class size I instead put each student in a different
breakout room and made it a small competition to see who could find 3 sources for their question
in the 10 minutes given. Besides the lack of students, 2 of the 3 students that fully participated in
the lesson were very successful and felt comfortable researching topics for reliable sources.
I did have one issue of classroom disruption when two of the students were spamming
the chat pod. Spamming the chat pod is essentially having a conversation during the lesson that
is on a personal level and not on classroom material. This happened during the short video that I
played which covered reliable sources. After one written warning in the chat pod the students
stopped and apologized. I understand the temptation; they are high schoolers after all. But I think
I will try to refrain from using videos in the future unless I think its really necessary and I give
the students direct instructions that the chat pod be kept for class related discussion.
Something that I thought was successful during the lesson was that this was my first time
using the breakout room option in my Live Lesson virtual classroom. I felt that I handled the new
challenge very well, both with moving between the rooms and time management of the lesson.
Jeremiah 29:11: For I know the plans I have for you, declares the LORD, plans to prosper you
and not to harm you, plans to give you hope and a future.
Lesson Recording: http://ww2.livelesson.com/p52jwo9ivz2/
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Research Paper: Gathering Information
District: Mapleton
Valerie Perciante
Grade Level: 11th

Desired Evidence Outcome(s): Gather relevant information from multiple authoritative print
and digital sources, using advanced searches effectively; assess the strengths and limitations of
each source in terms of the task, purpose, and audience; integrate information into the text
selectively to maintain the flow of ideas, avoiding plagiarism and overreliance on any one source
and following a standard format for citation. (CCSS: W.11-12.8)
Lesson Objective(s): Practice successfully using the internet for research.
Lesson Pre-Assessment: Students will have already completed Unit 5 Lesson 3: Introduction to
Research and the Introduction to Research Quick Check. If the students have not finished the
Quick Check before the lesson, during the Anticipatory Set (Taylor Swifts Shake It Off & the
poll pod) I will give students a chance to finish the Lesson 3 Quick Check (it should not take
them more than 3-5 minutes). We will be using the last lesson, Introduction to Research, as a
jumping off point for today. The poll pods will be used to see if the students have a topic and
research questions to work with, if not I will work with the students one-on-one to figure out
these components.
virtual classroom I will have Taylor Swifts Shake It Off playing with two different poll pods
asking students if they have a Research Paper Topic and Research Questions, to ascertain where
the class is starting off in their individual papers. We will review where we left off last class,
finding reliable sources off the internet.
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concepts and to address any other needs for our special education students (April 19th- Unit 5
Lesson 12: Drafting).
rooms to help facilitate them through our independent practice. Students will be asked to
research their paper topics for credible sources, using the research questions they have created. If
students have not either narrowed down a topic or created research questions I will be able to
give them one-on-one instruction in their individual breakout rooms. This will also allow
students to work at their own pace, and not be embarrassed if they dont have a topic or
questions to work with.
Guided Practice: Students will be asked to research their paper topics in their individual
breakout rooms. Researching for reliable sources was demonstrated and practiced last session. I
will review again what a credible source is and how to search for it on the internet, drawing
attention again to the websites reliable PDF.
Independent Practice: Students will be put into individual breakout rooms where they will
work on researching their individual topics and research questions. In each breakout room is a
file pod with the websites reliable PDF, a PowerPoint with instructions and reminders on: the
topic options and appropriate research questions. We will spend a majority of the class period
working on reaching their topics. I will go from room to room checking on the students. A few
minutes before class ends I will pull them back into the main room to discuss their findings and
any difficulties they encountered.
Lesson Post Assessment: Students will complete the Unit 5 Lesson 4: Gathering Information
and Gathering Information Quick Check post assessment in their course tree.
Closure: At the end of the lesson I will have a poll pod with a question asking what are three
things you will be taking from this lesson? as an exit ticket. (This will also serve partially for
the lesson post assessment)
Next Steps: Unit 5 Lesson 5: Using Quotations.
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We are having the same problems of not enough students showing up to our lessons who have
signed up. I know my students need these lessons to succeed on the paper. This is one due to the
fact that it is just natural that teachers will stress different aspects of a paper, mine is citations,
while another teacher might be a thesis statement, etc. Also for the fact that my seniors just
turned in their research papers about a month ago and had to do between 2-3 drafts in order to
get their research and points into one cohesive paper.
But that being said there is nothing I can do about attendance. Students are not required to come
to my lessons, I email them reminders the day before and day of that we have a lesson and what
it will cover, and even trying to entice them with extra credit does not work (though they will ask
me at the end of the year when they are not passing for it). I know I should be patient and
understanding towards my studentsmaybe they had something come up, maybe they are not at
the Unit yet and dont want to hold back their classmates, maybe they are shybut I just worried
about them stressing over the paper or turning in something that doesnt even resemble a
research paper. But as Proverbs 14:29 states: Whoever is patient has great understanding, but
one who is quick-tempered displays folly. So I will be patient, I will have understanding, and I
will keep reaching out to my students.
Besides the lack of students I had great participation from those who came. We had one Honors
student, one Standard (Regular) student, and one Foundations (remedial) student join us. So that
was a great mix! I felt that they each got individualized attention in the lesson and were able to
really start to figure out what their topic is, what research questions they need to answer, and
how much research they will be able to find on their topic. I feel that the Honors and Standard
students took advantage of my one-on-one guidance the most. While the Foundations student
didnt really reach out with many questions. They all successfully found information on their
topics and are on the right track for starting their papers.
Hopefully tomorrow we will have more students to work with, or at least students who will take
the time to watch the recordings.
Lesson Recording: http://ww2.livelesson.com/p2ds67kvxah/
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Research Paper: Using Quotations

District: Mapleton
Valerie Perciante
Grade Level: 11th

Desired Evidence Outcome(s): Document sources of quotations, paraphrases, and other
information, using a style sheet, such as that of the Modern Language Association (MLA) or the
American Psychological Association (APA)
Lesson Objective(s): Organize notes effectively. Avoid plagiarism by creating source cards.
Review how to do MLA citations.
Lesson Pre-Assessment: Students will have already completed Unit 5 Lesson 4: Gathering
Information and the Gathering Information Quick Check. If the students have not finished the
Quick Check before the lesson, during the Anticipatory Set (Kid Snippets Book Report & the
them more than 3-5 minutes). We will be using the last lesson, Gathering Information, as a
jumping off point for today. The poll pods will be used to see if the students have reliable
research sources to work with, if not I will work with the students one-on-one to figure out these
components.
virtual classroom I will have Kid Snippets Book Report playing with two different poll pods
asking students if they have found reliable sources for their paper, to ascertain where the class is
starting off in their individual papers. We will review where we left off last class, using their
sources to create note source cards with MLA citations.
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rooms to help facilitate them through our independent practice. Students will be asked to create
source note cards with their research on their paper topics. If students have not either narrowed
down a topic or created research questions I will be able to give them one-on-one instruction in
their individual breakout rooms. This will also allow students to work at their own pace, and not
be embarrassed if they dont have a topic or questions to work with.
Guided Practice: I will first demonstrate to students how to take the important information
needed from their sources to put into their source cards. Then how to use the note card
PowerPoint template I created for them to put down the source details (including how to do
MLA citations), or how to do this on a physical note card or paper.
work on their research source cards. We will spend a majority of the class period working on
reaching their topics. I will go from room to room checking on the students. A few minutes
before class ends I will pull them back into the main room to discuss their findings and any
difficulties they encountered.
Lesson Post Assessment: Students will complete the Unit 5 Lesson 5: Using Quotations and
Using Quotations Quick Check post assessment in their course tree.
Next Steps: Unit 5 Lesson 6: Synethesizing and Organizing.
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I thought this lesson went well. It was really nothing special, but I felt that I was
repeating a lot of information that I have already gone over with my students many times. And
with that, I felt that I rushed or glossed over some points. However, I stressed that they should
really watch the 5 minute recording I made on citations and how I went over citations step by
step with instructions. Since Ive already done this one and it is already a resource for them I
didnt want to waste what time we had saying the same script.
Besides citations we also covered source cards. Not only for the reason that they can
really help organize a students information before starting a research paper, but also because I
know for a fact that it is on their upcoming assessment.
Though I found myself repeating the same points over and again, I cant help the feeling
that it is just going through my students ears (in one ear, out the other). Maybe because this was
more of a lecture based class rather than a student centered class, but I really hope my students
grabbed the concept or at least where they can go to for help. And though my words are not and
magnificent and wonderful as the bible, I wish I could help my students this quote from
Proverbs 4:20-22: My son, pay attention to what I say; turn your ear to my words. Do not let
them out of your sight, keep them within your heart; for they are life to those who find them and
health to ones whole body. That would be nice.
I just fear for my students to not learn this material now, and then go to college and be
expelled for plagiarism (when it was strictly accidental). That is one reason why I am so strict
when it comes to citations and work cited, is because that very same situation almost happened
to me as an undergrad and I will never forget it. I want my students prepared and knowing before
going into college. Not faking the material, or just going through the motions. But understanding
the material, and understanding the relations between all the motions.
However, as a whole I thought the lesson was par, accomplished what it needed to
accomplish, and was successful. Maybe I will try to do something a little flashier this week to
spice up our lessons. We will just have to see.
Lesson Recording: http://ww2.livelesson.com/p41orqrt8jd/
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Research Paper: Synthesizing and Organizing
District: Mapleton
Valerie Perciante
Grade Level: 11th

Desired Evidence Outcome(s): Draw evidence from literary or informational texts to support
analysis, reflection, and research. (CCSS: W.11-12.9)
Lesson Objective(s): Synthesize information from different sources. Compose a working thesis
for the research report.
Lesson Pre-Assessment: Students will have already completed Unit 5 Lesson 5: Using
Quotations and the Using Quotations Quick Check. If the students have not finished the Quick
Check before the lesson, during the Anticipatory Set (Andy Grammer Good To Be Alive & the
them more than 3-5 minutes). We will be using the last lesson, Using Quotations, as a jumping
off point for today. The poll pod will be used to see if the students have any questions regarding
the source cards, citations and/or plagiarism.
virtual classroom I will have Andy Grammer Good To Be Alive playing with poll pods
asking the students have any questions regarding the source cards, citations and/or plagiarism.
We will review where we left off last class, creating note source cards with MLA citations, and
how it will work into todays topic.
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rooms to help facilitate them through our independent practice. Students will be asked to create a
working thesis statement. If students have not either narrowed down a topic or created research
questions I will be able to give them one-on-one instruction in their individual breakout rooms.
This will also allow students to work at their own pace, and not be embarrassed if they dont
have a topic or questions to work with. But before working on our thesis we will first review, as
a group, how they can synthesize and evaluate their sources for importance (does your source
help you answer your research questions? Does it follow with your thesis statement?). We will
also review how they can organize their notes: by topic, thesis points, and/or body paragraphs.
Then we will go into the thesis statement and its parts.
Guided Practice:. For our guided practice we will go through the parts of the thesis statement
which they will be writing (using one of their topics as an example).
work on their research paper working thesis. I will go from room to room checking on the
students. A few minutes before class ends I will pull them back into the main room to discuss
their statements and any difficulties they encountered.
Lesson Post Assessment: Students will complete the Unit 5 Lesson 6: Synthesizing and
Organizing and Thesis Statement Discussion post assessment in their course tree.
Next Steps: Unit 5 Lesson 7: Documenting
environment.
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Today was a hard day. Not because of the lesson or student participation but just because
of that time old phrase from Murphys Law Anything that can go wrong, will go wrong. My
class was extremely understanding that I was having some trouble working from home today.
First, testing took longer than usual (not getting on the road till 5:40) which landed me in Denver
traffic (coming from Thornton to Castle Rock), ending up at my house at 6:45 with our lesson at
7pm. Then trying to get some food in me, and getting my 9 month old to bed. Needless to say
everything fell apart about 15 minutes into the lesson. But credit goes to my supervisor and
students who were extremely understanding of my situation. And for that I cannot thank them
enough!
Other than these snafus I think the lesson went well, but a little rushed. I wanted to
spend more time going over the thesis statements and going through written examples as a group.
But I had lost time dealing with some problems and wanted to give the students time to work on
their thesis statements.
But as said in Jeremiah 29:11: For I know the plans I have for you, declares the Lord,
plans to prosper you and not to harm you, plans to give you hope and a future. Even though it
wasnt then plan I choose, everything worked out in the end and my students all at least started a
thesis statement in some capacity (this I will put in the win column for my day). I knew one of
my students would excel in this task but I was happily surprised when the other two really took
advantage of my one-on-one in the breakout rooms and asked me plenty of questions. Its lucky
for me that God always has a plan---such as tonight---the one item I wish we had more time with
was the thesis statements, and tonights pre-made assessment was a class discussion on that very
topic. God had a plan, I just didnt see it till the end.
Lesson Recording: http://ww2.livelesson.com/p3g2cqcswc5/
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Research Paper: Documenting

District: Mapleton
Valerie Perciante
Grade Level: 11th

Lesson Objective(s): Create a work cited page. Review MLA formatting.

Lesson Pre-Assessment: Students will have already completed Unit 5 Lesson 6: Synthesizing
and Organizing, and the Thesis Statement Discussion. If the students have not finished the
Discussion before the lesson, during the Anticipatory Set (Katy Perrys Firework & the Q &
A pod) I will give students a chance to finish the Lesson Discussion (it should not take them
more than 3-5 minutes). We will be using the lesson Gathering Information, as a jumping off
point for today. The poll pod will be used to see if the students have any questions regarding the
citations and thesis statements.
virtual classroom I will have Katy Perrys Firework & the Q & A pod asking the students to
write a question regarding either citations, work cited, and formatting. We will review where we
left off last class in regards to citations and work cited pages, and how it will work into todays
topic.
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Instructional Input: We will once again be using breakout rooms for students to create their
MLA work cited pages. But before we break for individual work we will first go over MLA
formatting (share my screen) with the PDFs I have brought into the room, and how to do a MLA
work cited page (PowerPoint and explanation PDF). After we have gone over these points I will
have the student begin working on their work cited pages.
Guided Practice:. For our guided practice we will go through the parts of the work cited page
which they will be writing. I will share my screen so my students can see how to format the page
in a word document.
work on their research paper work cited page. I will go from room to room checking on the
their work cited and any difficulties they encountered.
Lesson Post Assessment: Students will complete the Unit 5 Lesson 7: Documenting and Quick
Check post assessment in their course tree.
Next Steps: Unit 5 Lesson 8: Outlining
environment.
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Today we worked on work cited pages and MLA formatting. As much as I think my
lecture and presentation went well, I cant help the feeling that my students are still not fully
grasping how to do a work cited page. MLA formatting is easy enough, and really I just care if
its in 12 point Times New Roman font and double spaced. However, the work cited pages much
deeper than that. The work cited is also connected to a students citations, and if the work cited is
wrong the citations will be wrong.
Also, these skills will be very important when these students reach the college level. So I
want to make sure they leave my class well equipped. As said in Proverbs 24:27: Prepare your
work outside; get everything ready for yourself in the field, and after that build your house. I
want to help my students lay the foundations for their house in high school, master the
components to the research paper, so by the time they get to that secondary level they are
focused more on the higher level thinking and less on the mechanics and pieces to the paper.
In reviewing my lesson recording (as I always do to make sure I didnt miss something
vital in the lesson), I noticed how fast I was talking, and sometimes how easily I was derailed by
student comments. I always try to make sure I acknowledge student participation and
involvement, but I wonder if doing so (and as frequently as I do it) will derail the learning of my
students who are watching the recording, not participating in the lesson directly. This will be
something I should work on in the future.
But going back to the topic at hand, preparing my students to do the work cited, I hope
that if they do run into problems that I stressed enough that they should come to me with
questions. I feel that I have a good relationship with my class, and I have been re-assured by my
supervisor that she sees it too. If I can get even a single student to come to me with questions and
feel comfortable doing so, I will put that in the win column!
Lesson Recording: http://ww2.livelesson.com/p9sp5na7lrj/
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Research Paper: Outlining

District: Mapleton
Valerie Perciante
Grade Level: 11th

Desired Evidence Outcome(s): Conduct short as well as more sustained research projects to
understanding of the subject under investigation. (CCSS: W.11-12.7)
Lesson Objective(s): Organize supporting details. Develop an outline.
Lesson Pre-Assessment: Students will have already completed Unit 5 Lesson 7: Documenting,
and the Documenting Quick Check. If the students have not finished the Quick Check before
the lesson, during the Anticipatory Set (Kid Presidents Pep Talk to Teachers and Students &
the Q & A pod) I will give students a chance to finish the Lesson Quick Check (it should not
take them more than 3-5 minutes). We will be using the lesson Documenting, as a jumping off
point for today. The poll pod will be used to see if the students have any questions regarding the
work cited, thesis statement, etc.
virtual classroom I will have Kid Presidents Pep Talk to Teachers and Students & the Q & A
pod asking the students to write a question regarding either citations, work cited, and
formatting. We will review where we left off last class in regards to regarding the work cited,
thesis statement, etc., and how it will work into todays topic.
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Instructional Input: We will once again be using breakout rooms for students to create their
outlines for their research papers. But before we break for individual work we will first go over
outlining with some examples I have brought into the room. After we have gone over these
points I will have the student begin working on their outlines.
Guided Practice:. For our guided practice we will practice writing an outline together (in a note
pod) for both topics.
work on their research paper outline. I will go from room to room checking on the students. A
few minutes before class ends I will pull them back into the main room to discuss their outlines
and any difficulties they encountered.
Lesson Post Assessment: Students will complete the Unit 5 Lesson 8: Outlining and Quick
Check post assessment in their course tree.
Next Steps: Unit 5 Lesson 9: Drafting
environment.
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Out of all of our lessons thus far I think this one was the most helpful to my students in
completing a step towards their research paper draft. Even though all of my students in class
today seem to be in different places, both within the Unit and within their papers, they were all
able to work on outlines that suited their needs for whatever stage they have in their papers. I
find outlines helpful in my writing, and find them important, but this was really the first time in
my teaching experience that I find my class actively engaging in making a working outline for a
paper! Another lesson in the win column!
Some challenges we faced today was that all of our students were in different places, one
was still on picking a topic. This poses a real issue for me because next class we are supposed to
be drafting our papers. With so many students across the board in different areas I wonder how
helpful the lesson will beor will it just be me talking and the students not engaging?
That being said, the individual breakout rooms seem to really be agreeing with the
students and them being in different locations in the lessons. Its allowing for them to work on
their papers at their own pace without feeling embarrassed if they are behind. I have noticed
though, in the past few classes that one student will drop out of the room when we discuss what
we worked on in class. Im not sure yet if its technical issues or if the student is
concerned/embarrassed that they arent completing the activities as fast as the other students.
The bible passage that I was to focus on and pray about tonight is from Psalm 119:105
Your word is a lamp to my feet and a light to my path. The reason being is that Monday we are
going to drafting our papers. I hope that with reflection and guidance I will know what to do or
how to improvise if none of my students are ready to write the paper, AND if none of my IEP
students come to work with our special guest Mrs. Biggs (learning specialist). We are trying to
collaborate together to be more accommodating to our students with special needs, so I truly
hope and pray that our students take us up on the offer. Especially because I would hate to waste
Mrs. Biggs time.
Lesson Recording:
Part 1 http://ww2.livelesson.com/p8datkea5qc/
Part 2 http://ww2.livelesson.com/p8a3z0unnd3/
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Research Paper: Drafting

District: Mapleton

(Mathematics/Social Studies)
Valerie Perciante
Grade Level: 11th

Desired Evidence Outcome(s): F. Draw evidence from literary or informational texts to support
Math Standard: 1. Visual displays and summary statistics condense the information in data sets into
usable knowledge
History Standard: Describe and analyze the historical development and impact of the arts and literature
on the culture of the United States (DOK 1-3)
Lesson Objective(s): Identify the characteristics of a successful introduction. Create a graph, table or
timeline for research paper.
Lesson Pre-Assessment: Students will have already completed Unit 5 Lesson 8: Outlining, and
the Outlining Quick Check. If the students have not finished the Quick Check before the
lesson, during the Anticipatory Set I will give students a chance to finish the Lesson Quick
Check (it should not take them more than 3-5 minutes). We will be using the lesson Outlining,
as a jumping off point for today. The poll pod will be used to see if the students have any
questions regarding the work cited, thesis statement, etc.
virtual classroom I will have a poll pod asking the students Do you have the following items
completed...(mark all that apply) with answer choices: Topic Selected, Source Cards (or
research notes), outline, work cited, and thesis statement. We will review where we left off last
class in regards to regarding the outline and what the students need to continue to work on in
order to get to the drafting stage of their paper.
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work in breakout rooms to work on their papers with classmates. For our lesson today, I have
also arranged for our Special Education teacher (Mrs. Biggs) to come and help with some
lessons, to help explain confusing concepts and to address any other needs for our special
education students.
Instructional Input: We will once again be using breakout rooms for students to start their
research paper rough drafts.
Guided Practice:. For our guided practice we will go over how to use the components they have
created in previous lessons (source cards, work cited, outline, etc.) to help them create their
rough drafts. I will also show them how to create a graph and timeline in Microsoft Word and
Excel.
work on their research paper draft (and graph/timeline). Both Mrs. Biggs and I will go from
room to room checking on the students. A few minutes before class ends I will pull them back
into the main room to discuss their drafts and any difficulties they encountered.
Lesson Post Assessment: Students will complete the Unit 5 Lesson 9: Draft and submit the
Research Paper rough draft to our lessons Drop Box in their course tree.
Closure: At the end of the lesson I will have a poll pod with a question asking what help do you
need on your rough draft? as an exit ticket.
Next Steps: Unit 5 Lesson 10: Evaluating Research
environment.
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Todays lesson did not go as plannedbut the response that I got from the two students
who attended was uplifting to say the least!
Todays lesson we were supposed to work on rough drafts, and as I feared none of my
students with special needs showed, Mrs. Biggs kindly stayed as long as she could but left
shortly (she also had the flu so I wasnt going to ask her to stay unnecessarily), and the two
students participating in todays lesson are not on the drafting stage of their paper.
With all that being said my students today were so wonderful and encouraging to me
today I cant help but think it was a good day. It might not have been the best timing of a lesson,
which I have little control over at this point, but it was a good day.
I modified the lesson slightly when I realized we were only going to have two students.
Instead of going from the components of the paper to drafting I did a longer explanation on how
to do the graph, timeline or chart for the paper instead. Thinking that this might be more helpful
to them in the future.
I cant say in the least that I am sorely bummed that I did not have any of my IEP
students here tonight. I know that they would have really gotten something out of the lesson and
I wanted so much to show Mrs. Biggs how our class worked. She had also shown an interest in
learning how to do a research paper in order to better assist her students so Im regretful that the
collaboration did not go as planned. However, I was able to give me a lot of materials
beforehand on our paper so hopefully that will be helpful to her in the future.
Well I think this lesson just goes to show you that you can have a great lesson when
nothing goes your way as long as you follow what you think the Lord wants you to do, because
he will always know best.
Proverbs 16:3 Commit to the Lord whatever you do, and he will establish your plans.
Lesson Recording: http://ww2.livelesson.com/p5ch7q54b2d/
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Research Paper: Evaluating Research
District: Mapleton

(Mathematics/Social Studies)
Valerie Perciante
Grade Level: 11th

Lesson Objective(s): Develop strategies for addressing trouble spots in the Research Paper. Evaluate
the Research Paper using a checklist.
Lesson Pre-Assessment: Students will have already completed Unit 5 Lesson 8: Outlining, and
the Outlining Quick Check. If the students have not finished the Quick Check before the
lesson, during the Anticipatory Set I will give students a chance to finish the Lesson Quick
Check (it should not take them more than 3-5 minutes). We will be using the lesson Outlining,
as a jumping off point for today. The poll pod will be used to see if the students have any
questions regarding the work cited, thesis statement, etc.
virtual classroom I will have a poll pod asking the students Do you have the following items
completed...(mark all that apply) with answer choices: Topic Selected, Source Cards (or
research notes), outline, work cited, and thesis statement. We will review where we left off last
class in regards to regarding the outline and what the students need to continue to work on in
order to get to the drafting stage of their paper.
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work in breakout rooms to work on their papers with classmates. For our lesson today, I have
also arranged for our Special Education teacher (Mrs. Biggs) to come and help with some
lessons, to help explain confusing concepts and to address any other needs for our special
education students.
Instructional Input: We will once again be using breakout rooms for students to start their
Guided Practice:. For our guided practice we will go over how to use the components they have
created in previous lessons (source cards, work cited, outline, etc.) to help them create their
rough drafts. I will also show them how to create a graph and timeline in Microsoft Word and
Excel.
work on their research paper draft (and graph/timeline). Both Mrs. Biggs and I will go from
room to room checking on the students. A few minutes before class ends I will pull them back
into the main room to discuss their drafts and any difficulties they encountered.
Lesson Post Assessment: Students will complete the Unit 5 Lesson 9: Draft and submit the
Research Paper rough draft to our lessons Drop Box in their course tree.
Closure: At the end of the lesson I will have a poll pod with a question asking what help do you
need on your rough draft? as an exit ticket.
Next Steps: Unit 5 Lesson 10: Evaluating Research
environment.
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Todays lesson we were supposed to focus on developing strategies for trouble spots in
the research paper and evaluating it using our checklist. However I totally missed going over
strategy with my students. I spent the class mostly going over the Research Paper Rubric and the
evaluating checklist, which is part of this concept, but that doesnt cover a number of strategies
for different kinds of writers or learners. I did think going over the rubric with the class will be
helpful because they can see how they will be graded and what is important in each category. But
again that doesnt give much differentiation.
Again, today we have a small class and everyone is everywhere in their paper. I wish we
could have all been on the same page and students would have at least had something written.
Its frustrating going through nearly this whole unit together, making time every night to be here
for our lessons, and be prepared ahead of time, for only 3 students to be the only consistent
students. Im not sure what else I could have done differently. What could I have done to get
more bodies in the room and participate in our lessons? I know for a fact, since writing my
TWS that students who come to my class have higher grades by 4-6% but if thats the case why
dont more come? I try to be energetic, I try to notify them with plenty of time to get to class, I
try bribing them with extra credit, but what else can I do?
I guess, my only hope now that my grade on my TWS wont be affected by the fact that I
cant seem to keep students in the room. That it wont be affected by the fact that most likely
none of my students will complete the paper by the time I am done with my Teacher Work
Study. And that I will have no data to report for the post-assessment analysis.
In Psalm 20:4 is says May he give you the desire of your heart and make all your plans
succeed. I know I have the desire to teach this Unit and be successful, that once my students
papers do come in, they will be better than the last unit portfolio. I just worry that my plans will
not succeed and in doing so will let down my students and all of those who have helped me at
CCU.
Lesson Recording: http://ww2.livelesson.com/p1sva0e3a2a/
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Research Paper: Revising, Editing, and Publishing
District: Mapleton
Valerie Perciante
Grade Level: 11th

Lesson Objective(s): Edit the paper for grammar, usage, mechanics and spelling. Evaluate the
Research Paper using a checklist.
Lesson Pre-Assessment: Students will have already completed Unit 5 Lesson 12: Evaluating
Research, and the Evaluating Research Quick Check. If the students have not finished the
Quick Check before the lesson, during the Anticipatory Set I will give students a chance to finish
the Lesson Quick Check (it should not take them more than 3-5 minutes). We will be using the
lesson Evaluating Research, as a jumping off point for today. The poll pod will be used to see
if the students have any questions regarding the work cited, thesis statement, etc.
virtual classroom I will have a poll pod asking the students What did you like best, liked least
(BE HONEST), what would you suggest for teaching this unit again? while playing the song
Final Countdown by Europe. We will review where we left off last class in regards to
regarding the draft and what the students need to continue to work on in order to get to the final
drafting stage of their paper.
can come in to see if they need help.
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Instructional Input: We will once again be using breakout rooms for students to work on their
Guided Practice: Work with students one-on-one on their research papers, guiding them
through any problems they might be having.
work on their research paper (and graph/timeline). I will go from room to room checking on the
their papers and any difficulties they encountered.
Lesson Post Assessment: Students will complete the Unit 5 Lesson 13: Final Draft and submit
the Research Paper rough draft to our lessons Drop Box in their course tree.
Closure: At the end of the lesson I will thank students for attending our special edition night live
lessons and remind them that starting next month we will continue with our regularly scheduled
live lessons (Mondays at 11:30) and Open Office Hours (Fridays 9-3pm).
Next Steps: Unit 5 Lesson 13: Submit the Final Draft Research Paper
environment.
I feel that this lesson became more of a reflection for myself and the students rather than
what it intended to bethat is a last chance to look over final details of the final draft. Only two
students showed up again, and neither with even a draft to review. One student had an outline,
thesis statement and introduction paragraph. So we reviewed over the pieces she had and
discussed what her next steps should be. I also reviewed and edited her introduction for some
grammatical errors and awkward wording. Other than that it was a good starting paragraph for
her paper. My other student was having some technical issues. He said he had half the paper
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completed (he had a great inspirational day of writing that he had told me earlier) but the
document wouldnt open. We used most of our one-on-one time trying different strategies to find
the lost document. Eventually he was able to find an earlier draft, but did lose some of his
progress. By this point most of our time was gone and I just reviewed with him some questions
he had on what the paper should include and what kind of graph or chart would suit his paper
best.
This lesson didnt accomplish our Lesson Objectives, but I dont think that was in any
part because of the students. The problem occurred because these two students are not in the
current Unit and there is not much they can do about it yet. I thanked them for joining us and
being so willing to participate and help me in my grad school class. But I think we can just put
this lesson down in the books as how the concepts and traditional teaching patterns for brick and
mortar schools cannot always translate to online schoolsespecially when they are go at your
own pace.
I am extremely worried about the post-assessment data that should be collected from this
lesson. But what can I do if there is no data to collect? I guess this bible passage is probably the
most appropriate for todays lesson--Colossians 3:23-25 - Whatever you do, work heartily, as for the Lord and not for men, knowing
that from the Lord you will receive the inheritance as your reward. You are serving the Lord
Christ. For the wrongdoer will be paid back for the wrong he has done, and there is no partiality.
I know I did my best and worked my tail off with the constraints of time and student
participation, now its time to put it all together in my TWS and pray that the Lord will see fit
that my hard work should be rewarded. (If not there is always next time! And no matter what I
will pass it!)
Lesson Recording: http://ww2.livelesson.com/p13cho4qdew/
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Part II: Instructional Plan

V.P.1
In this Research Paper Unit we were able to incorporate not only the Reading, Writing,
and Communicating content area standards but also Math and Social Studies content area
standards as well. Our cross-curricular integration included the Mathematics standard 3: 1.
Visual displays and summary statistics condense the information in data sets into usable
knowledge. Students were asked to incorporate a graph, chart or timeline visual into their
research papers to condense important information they think would be helpful to their readers.
We also incorporated the History standard: Describe and analyze the historical development and
impact of the arts and literature on the culture of the United States (DOK 1-3). We can see this
standard play an active role throughout the entirety of the Unit, as students were asked to write
on one of two prompts, the first directly correlating to the History standard: Your research paper
will analyze a historical event that has had a monumental effect on American literature.
V.P.2
As a whole, I do not have many classroom management issues with my students. But
some classroom management techniques that I use in my class to avoid such problems is to first
have a set routine. When students come into the room I have a poll or question pod open for
them to complete and a song playing, to help them transition into class. I have a similar set up for
when students are about to leave. After we come together after our lecture, or independent work,
or activity, I have students fill out a poll pod (usually asking what are three things you are
taking away from this class?) and I have our wrap up note pod. This just reviews what we did
that day, what we practiced, what we worked on, and what our next class will focus on. This
again is setting up our next class for a similar routine.
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Another technique I use is that when students are in their breakout rooms and have a
question or need to speak to me I instruct them to raise their virtual hands. Having students in
separate breakout rooms when working on individual work also eliminates classroom disruptions
because they are unable to start private chats with one another (only if I give them permission to
do so). And to help keep students on task in their breakout rooms I usually have a share pod
with instructions on what they should be doing during this time and how long they will have. An
example of this kind of instruction is this PowerPoint slide from Unit 5 Lesson 3:
Figure 24. Students were broken up into individual breakout rooms and asked to find reliable sources answering the listed
question.
When I do have disruptions, when students have prolonged personal conversation during
class time, we call this spamming the chat pod, I usually give either a verbal or typed warning
(in the chat pod) asking students to keep the chat pod to class related discussions. After two
warnings if this was to continue, I would give a final warning that if they did not stop I would
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have them leave the room. If this was to happen (which it has not this year) I would dismiss them
from the room, block their entrance from rejoining this class (they would be able to join us next
class), and document the incident in their student logs.
V.P.3
For this Unit the culminating Activity is the Final Draft Research Paper. All of our
lessons work toward explaining, compiling, and creating the different components of the paper to
bring them all together at the end of the Unit for the Rough and Final Drafts. We can see this at
work in the organization of the lessons:
1. Choosing a Subject (topic of the paper)
2. Introduction to Research (creating research questions)
3. Gathering Information (start gathering sources for the paper)
4. Using Quotations (creating source cards, and citing sources for the paper)
5. Synthesizing and Organizing (evaluating the research for its uses in the paper)
6. Documenting (creating the work cited for the sources for the paper)
7. Outlining (creating an outline for the draft of the paper)
8. Drafting (creating the rough draft of the paper)
9. Evaluating Research (review paper for any trouble areas)
10. Revising Editing, and Publishing (creating the final draft)
All the lessons work toward the end product, the culminating activity of creating the Research
Paper, which also ties in directly with our postsecondary readiness skills.
V.P.4
For adaptations, these mostly worked toward to overall Unit completion of creating the
final draft. Students were given two writing prompt options instead of one (that was found in the
lesson), students with IEP accommodations were given a shorten page length for the paper, and
students were given the opportunity of working one-on-one with myself and the Learning
Specialist, Mrs. Biggs.
As for differentiation, this was more on a lesson by lesson basis. This can mostly be
found in our independent practice when students were in their individual break out rooms. They
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were allowed to work on wherever they were at in their paper to allow for more effective use of
their time. I also provided individual support and additional resources to help them accomplish
their individual goal for that lesson. Examples of individual support given to students is
reviewing, discussing, and editing their thesis statements (so they would have a good starting
point for their paper) or evaluating the research sources they were using in answering their
research questions. An example of additional resources I used to help differentiate instruction
during individual practice was when one student asked me how to cite a specific poem for their
source card. I directed them to the Purdue Owl website (giving them the URL address) and
explained the example from the website to them.
V.P.5-6
Some of the resources I used during our lessons are:
Writing With Power Textbook (online)

Purdue Owl Website
Lee Colleges How can I tell if a website is reliable? (PDF handout)
Source Card Template (PowerPoint)
Plagiarsim.org Website
Citation Machine Website
How to LL: MLA Citation (recording)
How to LL: MLA Work Cited (recording)
Check My Work/Turn It In Website
Basic Structure of 5 Paragraph Essay (PDF handout)
Shmoops How to Know If a Source Is Reliable (video)
V.P.7
The week leading up to our Live Lessons (April 1-6) I sent out this email daily reminding
students about our special night lessons covering the Research Paper. This email (below) was
also forwarded to their parents so they would also be aware of the changes. As you can see it
covers what we will be focusing on, Unit 5 Research Paper, and the dates, times and content we
will be covering. Email reminder of our Night Live Lessons: (April 1-6)
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On the day of our first Nigh Live Lesson I sent out this email communication specifically
to my parents and caretakers on how to reach me during state testing, including our nightly live
lessons for their students. Parent directed Live Lesson reminder: (April 7)
I also sent out reminders on the day of the lesson to both parents and students that our
Live Lesson would be at 7pm that night. Day of Reminder email: (April 7-20)
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However, for my Foundations class the email was slightly altered. It was as well sent to
both my parents and students but also offering them extra credit if they attended our lessons
(below). Foundations Reminder Email: (April 7-20)
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Lastly, after each Live Lesson had concluded I sent all my parents and students an email
with the recording from that night (including which lesson it covered) along with what we will
be covering for the next night. Along with our whole calendar overview so they could plan out
their attendance accordingly. Live Lesson Recording Email: (April 7-20)
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Section 6: Adjusted and Implemented Instructional Plan

Part I: VI.P.1-9
In my Foundations English 11 class I have a total of 15 students, nine of whom have
accommodations (three with 504s and six with IEPs). Standard English 11, I have 64 students
with 5 accommodation students (three with 504 and two with IEP). My Honors English 11 class
I have 19 students, none of whom have accommodations of any kind. Of the 13 students in the
three sections of my English 11 classes, only 4 are currently in Unit 5. Moreover, only one of
those 4 students with special needs came to our Live Lesson sessions.
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The four students who are in the Research Paper Unit accommodations are as follows (see
figures 25-28):
Figure 25. Student 487383s accommodations.
In order to accommodate Student 487383, student was sent study guides/notes along with
lesson recording and materials/resources. Student requires shortened assignments, so student was
also sent paper length accommodations (research paper would be 2 pages, not 3) and was sent
reminders email of the change. This student did not attend our Unit 5 Live Lessons.
In order to accommodate Student 1416318, student was sent study guides/notes along
with lesson recording and materials/resources. This student did attend our Unit 5 Live Lessons,
so he was also given frequent checks for understanding during lesson, and one-on-one
instruction.
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In order to accommodate Student 1666688, student was sent study guides/notes along
with lesson recording and materials/resources. This student did not attend our Unit 5 Live
Lessons.
Figure 28. Student 1577276 does not currently have accommodations.
Even though this student does not have current accommodations, I still provided
notes/outline, model of finished product, and step by step instructions. This student did not
attend our Unit 5 Live Lessons.
The following is a chart of the lessons and accommodations made for special needs
students. For students who participated in the lesson they were given one-on-one instruction and
support. Along with being sent the lesson recording, any resources or materials used, and notes,
outlines, and/or rubrics from that days lesson. For those students who did not attend our lesson,
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or who are currently not in the Unit yet, they were emailed lesson recording, any resources or
materials used, and notes, outlines, and/or rubrics from that days lesson. Students with
shortened writing accommodations were sent email notifications that their Research Papers
would be 2 pages instead of 3 pages in length. Students were also notified of additional support
from our Learning Specialist, Mrs. Biggs, for the Rough Draft lesson.
Unit &
Lesson #
Lesson
Objective(s)
Performance
Based
Activities
Unit 5
Lesson 2:
Choosing a
Subject
Choose a subject
for the research
paper; Develop
research
questions.
Pick a Subject
for the Research
Paper. Create at
least 3 research
questions.
Unit 5
Lesson 3:
Introduction to
Research
Gather
information and
evaluate sources
for the research
paper.
Be able to find
and distinguish
reliable sources
off the internet
for practice
questions.
Accommodations for
Disaggregate Group
of Students who
Attend our Lessons
vs those who Do Not
Students who Attend
Live Lesson: Student
provided with one-onone instruction. Given
notes, outlines, and/or
rubrics. Frequently
checked during
individual instruction.
Students who do
NOT Attend Live
Lesson: Students
were sent Live Lesson
recording with all
resources and
materials used. Along
with summary notes,
outlines, and/or
rubrics.
Students with
shortened writing
assignments were
emailed notification (2
page length).
Students who Attend
rubrics. Frequently
checked during
Colorado State
Standard(s)
A. Conduct short as
well as more sustained
research projects to
answer a question
(including a selfgenerated question) or
solve a problem; narrow
or broaden the inquiry
when appropriate;
synthesize multiple
sources on the subject,
demonstrating
understanding of the
subject under
investigation. (CCSS:
W.11-12.7)
Describe and analyze
the historical
development and impact
of the arts and literature
on the culture of the
United States (DOK 13)

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Unit 5
Lesson 4:
Gathering
Information
Unit 5
Lesson 5:
Using
Quotations
Practice
successfully
using the
internet for
research.
Organize notes
effectively.
Avoid
plagiarism by
creating source
cards. Review
how to do MLA
citations.
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Find 3 reliable
sources for
research paper.
Create source
cards from the
reliable sources
students found
for the research
paper.
Students who do
NOT Attend Live
Lesson: Students were
sent Live Lesson
recording with all
resources and
with summary notes,
outlines, and/or
rubrics.
Students who Attend
rubrics. Frequently
checked during
Students who do
NOT Attend Live
sent Live Lesson
recording with all
resources and
with summary notes,
outlines, and/or
rubrics.
Students who Attend
rubrics. Frequently
checked during
Students who do
NOT Attend Live
sent Live Lesson
recording with all
resources and
with summary notes,
outlines, and/or
rubrics.
B. Gather relevant
information from
multiple authoritative
print and digital
searches effectively;
assess the strengths and
limitations of each
source in terms of the
task, purpose, and
audience; integrate
information into the text
selectively to maintain
the flow of ideas,
avoiding plagiarism and
overreliance on any one
source and following a
standard format for
citation. (CCSS: W.1112.8)
quotations, paraphrases,
and other information,
using a style sheet, such
as that of the Modern
Language Association
(MLA) or the American
Psychological
Association (APA)
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Unit 5
Lesson 6:
Synthesizing
and
Organizing
Synthesize
information
from different
sources.
Compose a
working thesis
for the research
paper.
Create a
working thesis
statement.
Unit 5
Lesson 7:
Documenting
Create a work
cited page.
Review MLA
formatting.
Create a work
cited.
Organize
supporting
details. Develop
an outline.
Create an
outline.
Unit 5
Lesson 8:
Outlining
Students who Attend

rubrics. Frequently
checked during
Students who do
NOT Attend Live
sent Live Lesson
recording with all
resources and
with summary notes,
outlines, and/or
rubrics.
Students who Attend
rubrics. Frequently
checked during
Students who do
NOT Attend Live
sent Live Lesson
recording with all
resources and
with summary notes,
outlines, and/or
rubrics.
Students who Attend
rubrics. Frequently
checked during
Students who do
NOT Attend Live
sent Live Lesson
recording with all
resources and

literary or informational
texts to support
analysis, reflection, and
research. (CCSS: W.1112.9)
quotations, paraphrases,
and other information,
using a style sheet, such
as that of the Modern
Language Association
(MLA) or the American
Psychological
Association (APA)

texts to support
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Unit 5
Lesson 9:
Drafting
Identify the
characteristics of
a successful
introduction.
Create a graph,
table or timeline
for research
paper.
Write an
introduction.
Create a graph,
table or
timeline.
Unit 5
Lesson 12:
Evaluating
Research
Develop
strategies for
addressing
trouble spots
in the research
report. Evaluate
the research
paper using a
checklist.
Revise Rough
Draft from
problem areas.

with summary notes,
outlines, and/or
rubrics.
Students who Attend
Live Lesson:
Learning Specialist
came to Lesson to
provide with one-onone instruction, along
with myself. Given
rubrics. Frequently
checked during
Students who do
NOT Attend Live
sent Live Lesson
recording with all
resources and
with summary notes,
outlines, and/or
rubrics.
Students with
shortened writing
assignments were sent
reminder email
notification (2 page
length).
Students who Attend
rubrics. Frequently
checked during
Students who do
NOT Attend Live
sent Live Lesson
recording with all
resources and
with summary notes,
outlines, and/or
rubrics.

texts to support
Math Standard: 1.
Visual displays and
summary statistics
condense the
information in data sets
into usable knowledge
History Standard:
Describe and analyze
the historical
development and impact
of the arts and literature
on the culture of the
United States (DOK 13)

texts to support
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Unit 5
Lesson 13:
Revising,
Editing, and
Publishing
Revise the
research paper
using an
evaluation
checklist for
revising. Edit a
report for
grammar, usage,
mechanics, and
spelling.
94
Make final edits
of Rough Draft
for Final Draft.
Students who Attend

rubrics. Frequently
checked during
Students who do
NOT Attend Live
Lesson: Students
were sent Live Lesson
recording with all
resources and
with summary notes,
outlines, and/or
rubrics.
Students with
shortened writing
assignments were sent
reminder email
notification (2 page
length).

texts to support
It is unfortunate that more of my students with special needs did not attend our Live
Lessons and did not get the personal attention I was hoping to provide during their individual
instruction. However, with our online environment I am able to send them our lesson recordings
and all our materials and resources so they can watch and re-watched the lesson as many times as
they need in order to understand the material. I will still have Open Office Hours (Fridays 93pm) and our regular Live Lesson times (Mondays at 11:30) to help students later who have not
started Unit 5. I will also reach out to all of my accommodation students when we get back from
testing to see about making a phone conference appointment with them to go over the paper.
Hopefully this will provide for them some one-on-one instruction if they continually neglect to
either come to our Live Lessons or not watch the recordings.
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Part II: VI.P.1-7

Philippians 4:13 I can do all this though him who gives me strength.
I felt like this was a very successful lesson, not only because the feedback from my
supervisor was positive, but also because: all of my students engaged in the lesson; in the exit
poll, all the students answered that they now felt comfortable proceeding with picking a topic for
their paper; and because the class went fairly smooth. I have to give this up to God that my
lesson went so well.
Some things that my supervisor thought was successful in my lesson was my wrap up
notes at the end of the lesson (which I will make sure to continue to do), she thought it was
concise and highlighted everything we did. She also thought my upbeat communication with my
students was noteworthy. I have to admit this made me extremely happy. I only have my students
for a limited amount of time so I always try to make sure I leave them with a positive view of our
class and my teaching style. However, my students made this possible by being amazing and
really participating in the class. Lastly, she thought my PowerPoint and examples were clear and
helpful to my students. This was also a little personal victory for me, since I always think I
struggle with modeling activities for my students. Sometimes I struggle with acknowledging that
not all students are coming to my lessons with the same prior knowledge. So I really tried to
work on that today.
We did have some small hiccups. Two of the share pods I had lost the document that
was pre-loaded into them. This might have been due to the fact that I set them up the day before,
or that I might have changed the document name or location on my computer without realizing it
(causing the program to lose the documents). I was able to recover them but it left a lull in the
pacing of the lesson. We also ran a little over time at the end (about 7 minutes). But this was
actually a good thing, because all of the students were engaging in the activity. I tried to give
them as much time as possible to get their full participation.
Some things that I am taking away from this lesson is utilizing my exit poll to the full
extent, possibly incorporating the use of student microphones, and making sure to keep to our
time constraints. For our exit poll tomorrow my supervisor suggested that I ask my students what
three things they are taking away from the lesson and if they have additional questions, instead
of yes or no replies. Another take away is having the students use their microphones. It would
have save a lot of time in the activity if the students used their mics instead of typing into the
PDF document. We will see how that will work, since many students do not like using the mic or
do not have one. Lastly, the last thing I want to work on in future lessons is keeping a closer eye
on our timing. This will be particularly necessary in our example and group work tomorrow. I
will try to do a run-through of the activity to see what a realistic time would be in completing it.
I have to admit I was nervous about this lesson. This was the first time we were doing a
lesson at night, the first time that some of these students attended one of our live lessons, the first
time I had so many pods layered on top of each other to smoothly transition from one item to the
next, and the first time that I gave a lesson from my house. But as said in Jeremiah 17:7, But
blessed in the one who trusts in the Lord, whose confidence is in him. I prepared ahead of time,
did a dry-run of my lesson, and then left the rest to God. He seemed to smile on me tonight.
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Hopefully tomorrow will be successful as well, pushing the boundaries and trying even more
new things!
This lesson I was hoping to accomplish more but unfortunately we did not get the number
of students that signed up for the class. We had 9 students signed up but only 3 showed. I wanted
to do breakout room group work (3 per room) in order to practice finding reliable sources and
make a small competition of it. But since we only had 3 show up, and one dropped out halfway
through the assignment, it was disappointing to say the least.
In order to accommodate for this lack of class size I instead put each student in a different
breakout room and made it a small competition to see who could find 3 sources for their question
in the 10 minutes given. Besides the lack of students, 2 of the 3 students that fully participated in
the lesson were very successful and felt comfortable researching topics for reliable sources.
I did have one issue of classroom disruption when two of the students were spamming
the chat pod. Spamming the chat pod is essentially having a conversation during the lesson that
is on a personal level and not on classroom material. This happened during the short video that I
played which covered reliable sources. After one written warning in the chat pod the students
stopped and apologized. I understand the temptation; they are high schoolers after all. But I think
I will try to refrain from using videos in the future unless I think its really necessary and I give
the students direct instructions that the chat pod be kept for class related discussion.
Something that I thought was successful during the lesson was that this was my first time
using the breakout room option in my Live Lesson virtual classroom. I felt that I handled the new
challenge very well, both with moving between the rooms and time management of the lesson.
Jeremiah 29:11: For I know the plans I have for you, declares the LORD, plans to prosper you
and not to harm you, plans to give you hope and a future.
We are having the same problems of not enough students showing up to our lessons who have
signed up. I know my students need these lessons to succeed on the paper. This is one due to the
fact that it is just natural that teachers will stress different aspects of a paper, mine is citations,
while another teacher might be a thesis statement, etc. Also for the fact that my seniors just
turned in their research papers about a month ago and had to do between 2-3 drafts in order to
get their research and points into one cohesive paper.
But that being said there is nothing I can do about attendance. Students are not required to come
to my lessons, I email them reminders the day before and day of that we have a lesson and what
it will cover, and even trying to entice them with extra credit does not work (though they will ask
me at the end of the year when they are not passing for it). I know I should be patient and
understanding towards my studentsmaybe they had something come up, maybe they are not at
the Unit yet and dont want to hold back their classmates, maybe they are shybut I just worried
about them stressing over the paper or turning in something that doesnt even resemble a
research paper. But as Proverbs 14:29 states: Whoever is patient has great understanding, but
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one who is quick-tempered displays folly. So I will be patient, I will have understanding, and I
will keep reaching out to my students.
Besides the lack of students I had great participation from those who came. We had one Honors
student, one Standard (Regular) student, and one Foundations (remedial) student join us. So that
was a great mix! I felt that they each got individualized attention in the lesson and were able to
really start to figure out what their topic is, what research questions they need to answer, and
how much research they will be able to find on their topic. I feel that the Honors and Standard
students took advantage of my one-on-one guidance the most. While the Foundations student
didnt really reach out with many questions. They all successfully found information on their
topics and are on the right track for starting their papers.
Hopefully tomorrow we will have more students to work with, or at least students who will take
the time to watch the recordings.
I thought this lesson went well. It was really nothing special, but I felt that I was
repeating a lot of information that I have already gone over with my students many times. And
with that, I felt that I rushed or glossed over some points. However, I stressed that they should
really watch the 5 minute recording I made on citations and how I went over citations step by
step with instructions. Since Ive already done this one and it is already a resource for them I
didnt want to waste what time we had saying the same script.
Besides citations we also covered source cards. Not only for the reason that they can
really help organize a students information before starting a research paper, but also because I
know for a fact that it is on their upcoming assessment.
Though I found myself repeating the same points over and again, I cant help the feeling
that it is just going through my students ears (in one ear, out the other). Maybe because this was
more of a lecture based class rather than a student centered class, but I really hope my students
grabbed the concept or at least where they can go to for help. And though my words are not and
magnificent and wonderful as the bible, I wish I could help my students this quote from
Proverbs 4:20-22: My son, pay attention to what I say; turn your ear to my words. Do not let
them out of your sight, keep them within your heart; for they are life to those who find them and
health to ones whole body. That would be nice.
I just fear for my students to not learn this material now, and then go to college and be
expelled for plagiarism (when it was strictly accidental). That is one reason why I am so strict
when it comes to citations and work cited, is because that very same situation almost happened
to me as an undergrad and I will never forget it. I want my students prepared and knowing before
going into college. Not faking the material, or just going through the motions. But understanding
the material, and understanding the relations between all the motions.
However, as a whole I thought the lesson was par, accomplished what it needed to
accomplish, and was successful. Maybe I will try to do something a little flashier this week to
spice up our lessons. We will just have to see.
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Today was a hard day. Not because of the lesson or student participation but just because
of that time old phrase from Murphys Law Anything that can go wrong, will go wrong. My
class was extremely understanding that I was having some trouble working from home today.
First, testing took longer than usual (not getting on the road till 5:40) which landed me in Denver
traffic (coming from Thornton to Castle Rock), ending up at my house at 6:45 with our lesson at
7pm. Then trying to get some food in me, and getting my 9 month old to bed. Needless to say
everything fell apart about 15 minutes into the lesson. But credit goes to my supervisor and
students who were extremely understanding of my situation. And for that I cannot thank them
enough!
Other than these snafus I think the lesson went well, but a little rushed. I wanted to
spend more time going over the thesis statements and going through written examples as a group.
But I had lost time dealing with some problems and wanted to give the students time to work on
their thesis statements.
But as said in Jeremiah 29:11: For I know the plans I have for you, declares the Lord,
plans to prosper you and not to harm you, plans to give you hope and a future. Even though it
wasnt then plan I choose, everything worked out in the end and my students all at least started a
thesis statement in some capacity (this I will put in the win column for my day). I knew one of
my students would excel in this task but I was happily surprised when the other two really took
advantage of my one-on-one in the breakout rooms and asked me plenty of questions. Its lucky
for me that God always has a plan---such as tonight---the one item I wish we had more time with
was the thesis statements, and tonights pre-made assessment was a class discussion on that very
topic. God had a plan, I just didnt see it till the end.

Today we worked on work cited pages and MLA formatting. As much as I think my
lecture and presentation went well, I cant help the feeling that my students are still not fully
grasping how to do a work cited page. MLA formatting is easy enough, and really I just care if
its in 12 point Times New Roman font and double spaced. However, the work cited pages much
deeper than that. The work cited is also connected to a students citations, and if the work cited is
wrong the citations will be wrong.
Also, these skills will be very important when these students reach the college level. So I
want to make sure they leave my class well equipped. As said in Proverbs 24:27: Prepare your
work outside; get everything ready for yourself in the field, and after that build your house. I
want to help my students lay the foundations for their house in high school, master the
components to the research paper, so by the time they get to that secondary level they are
focused more on the higher level thinking and less on the mechanics and pieces to the paper.
In reviewing my lesson recording (as I always do to make sure I didnt miss something
vital in the lesson), I noticed how fast I was talking, and sometimes how easily I was derailed by
student comments. I always try to make sure I acknowledge student participation and
involvement, but I wonder if doing so (and as frequently as I do it) will derail the learning of my
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students who are watching the recording, not participating in the lesson directly. This will be
something I should work on in the future.
But going back to the topic at hand, preparing my students to do the work cited, I hope
that if they do run into problems that I stressed enough that they should come to me with
questions. I feel that I have a good relationship with my class, and I have been re-assured by my
supervisor that she sees it too. If I can get even a single student to come to me with questions and
feel comfortable doing so, I will put that in the win column!

Out of all of our lessons thus far I think this one was the most helpful to my students in
completing a step towards their research paper draft. Even though all of my students in class
today seem to be in different places, both within the Unit and within their papers, they were all
able to work on outlines that suited their needs for whatever stage they have in their papers. I
find outlines helpful in my writing, and find them important, but this was really the first time in
my teaching experience that I find my class actively engaging in making a working outline for a
paper! Another lesson in the win column!
Some challenges we faced today was that all of our students were in different places, one
was still on picking a topic. This poses a real issue for me because next class we are supposed to
be drafting our papers. With so many students across the board in different areas I wonder how
helpful the lesson will beor will it just be me talking and the students not engaging?
That being said, the individual breakout rooms seem to really be agreeing with the
students and them being in different locations in the lessons. Its allowing for them to work on
their papers at their own pace without feeling embarrassed if they are behind. I have noticed
though, in the past few classes that one student will drop out of the room when we discuss what
we worked on in class. Im not sure yet if its technical issues or if the student is
concerned/embarrassed that they arent completing the activities as fast as the other students.
The bible passage that I was to focus on and pray about tonight is from Psalm 119:105
Your word is a lamp to my feet and a light to my path. The reason being is that Monday we are
going to drafting our papers. I hope that with reflection and guidance I will know what to do or
how to improvise if none of my students are ready to write the paper, AND if none of my IEP
students come to work with our special guest Mrs. Biggs (learning specialist). We are trying to
collaborate together to be more accommodating to our students with special needs, so I truly
hope and pray that our students take us up on the offer. Especially because I would hate to waste
Mrs. Biggs time.
Todays lesson did not go as plannedbut the response that I got from the two students
who attended was uplifting to say the least!
Todays lesson we were supposed to work on rough drafts, and as I feared none of my
students with special needs showed, Mrs. Biggs kindly stayed as long as she could but left
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shortly (she also had the flu so I wasnt going to ask her to stay unnecessarily), and the two
students participating in todays lesson are not on the drafting stage of their paper.
With all that being said my students today were so wonderful and encouraging to me
today I cant help but think it was a good day. It might not have been the best timing of a lesson,
which I have little control over at this point, but it was a good day.
I modified the lesson slightly when I realized we were only going to have two students.
Instead of going from the components of the paper to drafting I did a longer explanation on how
to do the graph, timeline or chart for the paper instead. Thinking that this might be more helpful
to them in the future.
I cant say in the least that I am sorely bummed that I did not have any of my IEP
students here tonight. I know that they would have really gotten something out of the lesson and
I wanted so much to show Mrs. Biggs how our class worked. She had also shown an interest in
learning how to do a research paper in order to better assist her students so Im regretful that the
collaboration did not go as planned. However, I was able to give me a lot of materials
beforehand on our paper so hopefully that will be helpful to her in the future.
Well I think this lesson just goes to show you that you can have a great lesson when
nothing goes your way as long as you follow what you think the Lord wants you to do, because
he will always know best.
Proverbs 16:3 Commit to the Lord whatever you do, and he will establish your plans.
Todays lesson we were supposed to focus on developing strategies for trouble spots in
the research paper and evaluating it using our checklist. However I totally missed going over
strategy with my students. I spent the class mostly going over the Research Paper Rubric and the
evaluating checklist, which is part of this concept, but that doesnt cover a number of strategies
for different kinds of writers or learners. I did think going over the rubric with the class will be
helpful because they can see how they will be graded and what is important in each category. But
again that doesnt give much differentiation.
Again, today we have a small class and everyone is everywhere in their paper. I wish we
could have all been on the same page and students would have at least had something written.
Its frustrating going through nearly this whole unit together, making time every night to be here
for our lessons, and be prepared ahead of time, for only 3 students to be the only consistent
students. Im not sure what else I could have done differently. What could I have done to get
more bodies in the room and participate in our lessons? I know for a fact, since writing my
TWS that students who come to my class have higher grades by 4-6% but if thats the case why
dont more come? I try to be energetic, I try to notify them with plenty of time to get to class, I
try bribing them with extra credit, but what else can I do?
I guess, my only hope now that my grade on my TWS wont be affected by the fact that I
cant seem to keep students in the room. That it wont be affected by the fact that most likely
none of my students will complete the paper by the time I am done with my Teacher Work
Study. And that I will have no data to report for the post-assessment analysis.
In Psalm 20:4 is says May he give you the desire of your heart and make all your plans
succeed. I know I have the desire to teach this Unit and be successful, that once my students
papers do come in, they will be better than the last unit portfolio. I just worry that my plans will
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not succeed and in doing so will let down my students and all of those who have helped me at
CCU.
I feel that this lesson became more of a reflection for myself and the students rather than
what it intended to bethat is a last chance to look over final details of the final draft. Only two
students showed up again, and neither with even a draft to review. One student had an outline,
thesis statement and introduction paragraph. So we reviewed over the pieces she had and
discussed what her next steps should be. I also reviewed and edited her introduction for some
grammatical errors and awkward wording. Other than that it was a good starting paragraph for
her paper. My other student was having some technical issues. He said he had half the paper
completed (he had a great inspirational day of writing that he had told me earlier) but the
document wouldnt open. We used most of our one-on-one time trying different strategies to find
the lost document. Eventually he was able to find an earlier draft, but did lose some of his
progress. By this point most of our time was gone and I just reviewed with him some questions
he had on what the paper should include and what kind of graph or chart would suit his paper
best.
This lesson didnt accomplish our Lesson Objectives, but I dont think that was in any
part because of the students. The problem occurred because these two students are not in the
current Unit and there is not much they can do about it yet. I thanked them for joining us and
being so willing to participate and help me in my grad school class. But I think we can just put
this lesson down in the books as how the concepts and traditional teaching patterns for brick and
mortar schools cannot always translate to online schoolsespecially when they are go at your
own pace.
I am extremely worried about the post-assessment data that should be collected from this
lesson. But what can I do if there is no data to collect? I guess this bible passage is probably the
most appropriate for todays lesson--Colossians 3:23-25 - Whatever you do, work heartily, as for the Lord and not for men, knowing
that from the Lord you will receive the inheritance as your reward. You are serving the Lord
Christ. For the wrongdoer will be paid back for the wrong he has done, and there is no partiality.
I know I did my best and worked my tail off with the constraints of time and student
participation, now its time to put it all together in my TWS and pray that the Lord will see fit
that my hard work should be rewarded. (If not there is always next time! And no matter what I
will pass it!)
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Section 7: Assessment Data
VII.P.1-10
Pre- and Post- Assessment Data for Disaggregate Groups.
ID
Number
Special
Needs
Section
Male/Female
PreAssessment
PostAssessment
Honors
Attended
Live
Lessons
Yes
645848
N/A
Male
100%
N/A
378602
441125
1389296
947258
1108493
1839707
985814
1762488
1541399
1531489
1647876
1317618
1680706
487383
1815090
1656262
1602188
1153523
624708
1290038
1623831
1416318
1666688
1577277
1577276
N/A
N/A
N/A
N/A
N/A
N/A
N/A
N/A
N/A
N/A
N/A
N/A
N/A
IEP
N/A
N/A
N/A
N/A
N/A
N/A
N/A
IEP
IEP
N/A
IEP
Honors
Honors
Honors
Honors
Honors
Standard
Standard
Standard
Standard
Standard
Standard
Standard
Standard
Standard
Standard
Standard
Standard
Standard
Standard
Standard
Foundations
Foundations
Foundations
Foundations
Foundations
No
No
No
No
No
No
No
Yes
No
No
Yes
No
No
No
Yes
No
No
No
No
No
No
Yes
No
No
No
Female
Female
Male
Male
Female
Female
Male
Female
Female
Female
Female
Male
Male
Male
Male
Female
Female
Female
Female
Male
Female
Male
Male
Female
Female
50%
100%
50%
100%
75%
25%
25%
50%
0%
50%
25%
50%
50%
100%
25%
50%
25%
75%
100%
25%
75%
50%
0%
25%
100%
N/A
100%
N/A
N/A
N/A
N/A
N/A
N/A
N/A
0%**
N/A
N/A
0%**
N/A
N/A
N/A
N/A
100%
N/A
N/A
96%
N/A
0%**
58%
N/A
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103
Disaggregate Group: Section Levels

14
12
12
10
8
Honors
6
4
Stanadard
3
Foudations
0
A
D-F
Pre-Assesment Grades
Disaggregate Group: Section Levels

12
2
0
Honors
Stanadard
No Submission
0 0
Blank Doc
0 0 0
D-F
0 0 0
1 1 1
14
12
10
8
6
4
2
0
Foudations
Post-Assesment Grades
As we can see from the disaggregate grouping of section levels going from pre-assessment to
post assessment, many of the students who received lower than a C either did not submit the
post-assessment Final Draft portfolio, or submitted a blank document. The majority of students
who did not submit the post-assessment were in the standard classes. While an even number of
Honors, Standard and Foundations students received an A on the Research Paper.
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Pre-Assessment
Grades: Students who
Attended Live Lessons
Pre-Assessment
Grades: Student who
did Not Attend
20%
24%
A
C
D-F
14%
62%
D-F
80%
Post-Assessmet
Attended Live Lessons
Post-Assessment
did Not Attend Live
Lessons
A
A
15%
C
15%
D-F
100%
Blank Doc
C
D-F
70%
No Submission
Blank Doc
No Submission
In the disaggregate grouping of students who attended Live Lesson versus those who did not. As
we can see this grouping did not yield much data as none of the students who attended Live
Lesson have yet to turn in their post-assessment Final Draft.
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Disaggregate Group: Male vs Female

10
8
7
6
5
Male
Female
3
2
1
0
A
D-F
Pre-Assesment Grades
Disaggregate Group: Male vs Female

12
10
10
8
6
Male
Female
2
2
1
0
0 0
0 0
0
A
D-F
Blank Doc
No
Submission
Post-Assesment Grades
I was surprised how evenly matched the girls and boys grades were on the pre-assessment
grades, besides that no boys scored in the C range. I also thought it was interesting that for the
post-assessment only girls turned in the Final Portfolio so far, and most scoring extraordinarily
well.
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Assessment Grades per Lesson
ID #
Section (IEP)
5-1
5-2
5-3
5-4
5-5
5-6
5-7
5-8
5-9
5-12
5-13
645848
378602
441125
1389296
947258
1108493
1561370
1839707
985814
1762488
1541399
1531489
1647876
1317618
1680706
487383
1815090
1656262
1602188
1153523
624708
1290038
1623831
1416318
1666688
1577277
1577276
H
H
H
H
H
H
H
S
S
S
S
S
S
S
S
S (IEP)
S
S
S
S
S
S
F
F (IEP)
F (IEP)
F
F (IEP)
100
50
100
50
100
75
50
25
25
50
0
50
25
50
50
100
25
50
25
75
100
25
75
50
0
25
100
50
50
50
50
100
50
75
50
50
50
25
50
100
75
50
50
50
75
50
50
50
25
0
25
100
100
60
80
80
80
80
80
80
80
80
100
80
80
60
60
100
100
60
80
20
40
60
60
100
100
100
75
50
100
100
100
100
100
100
75
100
100
75
25
0
75
75
75
40
100
60
40
100
100
100
100
60
60
100
60
100
40
100
40
40
100
100
70
40
100
100
70
100
100
100
70
100
40
70
100
50
75
0
50
50
50
100
100
50
25
25
0
75
-
100
100
100
100
100
100
100
80
60
40
80
-
100
100
0
100
100
100
100
0
100
-
0
100
100
100
100
67
67
100
-
100
0**
0**
100
96
0**
58
-
**Student submitted blank document

As we can see in this chart, for the majority of students, students who have passed the second
lesson in the Unit have more passing grades then failing. I thought this was interesting because
the farther along students go in the Unit the more specialized the assessments become, while the
first two lessons are much more introductory. Also, something I thought was worth noting, all of
students who completed both the pre-assessment and post-assessment (7 in total), if the student
received a passing grade on the pre-assessment they also received a passing score on the postassessment. And the same can be said of students who did not pass the pre-assessment, they also
did not pass (currently) the post-assessment.
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Section 8: Interpretation and Reflection

VIII.P.1-9
More than anything in this reflection I wish that I had more time to wait and collect the
post-assessment data from my students, especially those who actually attended my live lessons. I
know that at least the one Foundations student (who also has an IEP) would have done extremely
well in his final draft, after seeing the progress he made on his rough draft. But with no data to
support how much my teaching actually affected my students grades and gains, I have nothing
to support my claims. However, I have one small consolation. While researching student
achievement in previous units I discovered that students who came to my live lessons scored
between 4-6% higher on their assessments than those who did not. Being in a flipped classroom
model, and a school where students teach themselves at their own pace, I wasnt sure if I
actually had any effect on my students learning. But blessed is the one who trusts in the
LORD, whose confidence is in him (Jeremiah 17:7). This study at least gives me the confidence
that I do have an effect on my students academic achievements, and it is in a positive way!
From our lessons in this unit I am quickly finding that group discussion tend not to be a
strength among my students. As much as I tried to get them on their microphones it was a moot
point and eventually I stopped pushing the issue. However, a strength that I noticed among my
students was really using their time wisely during individual practice time. All the students were
on task and asking me questions when they ran into a problem! I thought that was just incredible.
Also, another strength I think is worth noting is how positive and supportive our class was during
our lessons. No one commented if a student took longer on an assignment, or their writing wasnt
as detailed, or if their question was something that was previously answered. They were all
gracious to one another and respectful of each student's learning differences. In this regard I
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think my students properly did this verse due homage to acknowledge those who work hard
among you, who care for you in the Lord and who admonish you. Hold them in the highest
regard in love because of their work. Live in peace with each other (1 Thessalonians 5:12-13).
Our class was able to run peacefully and with respect because my students allowed our
classroom environment to be one of support, not of laziness or havoc.
At our school it is very hard to pace our lessons along with our students, some will
always be behind, some will be right around where you think they will be, and some will finish
the course with two months left in the semester. So how can I prepare and give my students the
best teaching practices and strategies? For some students, my lesson will be a first exposure to
the material because they are not at that lesson yet; for some it will be a flipped classroom
because they are ahead of the lesson and will be looking back at it; and for others it will be so far
behind them that it doesnt affect them at all. I guess this is just the nature of the beast, but I
think something that might help in this regard is putting on a live lesson schedule, much like I
did for this Unit 5, to let students know which lesson I will be covering when, so they can plan
their lessons accordingly. I will undoubtedly miss the students who are not anywhere near that
lesson, but if there is one thing that I have learned from completing this TWS Unit is that the
students who want to be there will come no matter what. Over 90% of the students who joined
my in live lesson over the past two weeks were not even in the same Unit as our lesson, let alone
around the lesson itself. So I think that gives way to the fact that students who come will benefit
no matter if it's at the same time as their lessons or not.
Some teaching strategies that I tried out during this unit that I think were extremely
successful were the exit ticket poll and Q&A pods. It allowed me to see what the students
learned (if what I was teaching left the lasting impression I hoped for) and for students to be able
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to vent their concerns or questions. In a virtual environment, it is hard to gauge if a student is

getting it because you cant see their face. So I have to rely on exit tickets to try and understand
if I need to re-teach something or make a one-on-one appointment with a student. Something else
that I realized during the teaching of this unit is that I dont have any written guidelines for
student behavior or classroom management for my class. I have been lucky so far that one verbal
or written warning usually does the trick, and the student corrects their behavior. But what if
something more than that were to happen? I have no set policies in place to support any action I
take. As said in Deuteronomy 25:15, You must have accurate and honest weights and measures,
so that you may live long in the land the LORD your God is giving you. How can I expect my
students to act accordingly if I, in turn, dont give them the opportunity to understand what that
means first? This is something I need to investigate further into and see what my fellow teachers
have in place in their virtual classrooms.
There are so many things I think worked with this particular group of students in my live
lesson, but also things I would do differently (especially if I had a bigger group to work with).
One item in particular is our lesson length of time. Normally our live lessons are scheduled in 30
minute block. However, from our night live lessons we were running about 45 minutes in length
to almost an hour (with helping students with individual questions at the end of the lesson). I
think starting next semester I am going to inquire about lengthening our lesson time in order to
really allow for students to hit that higher level thinking, much like we did in this Unit with our
individual practice and writing time. It allowed students to work in the room with me checking
their progress, and keeping them on track. Something else that I would do differently is spacing
out the lessons between the outline to rough draft to final draft. This constraint was mostly due to
the fact of our CCU class end date but either way students need more than one day in-between
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these lessons. Lastly, something I would do differently is put in a request to the school to add a
participation grade to my classes. That way I can give participation points to my students who
attend our live lessons and hopefully it will inspire more students to join us. This was the hardest
obstacle for our small live lesson group to overcome, that our attendance was so small we
couldnt do more than just a class discussion or individual work. That we didnt have enough
students to do pair or group work, and give them that additional support and socialization
Overall I think that this experience has given me some insights into my own class. I
realized that I was under-using the potential of breakout rooms for individual work in my lessons
(that work even if the class size is small). I realized that even though my students are in different
places in my course they still obtain something from my live lessons, even though before I
thought they were a moot point. I realized that I have been under-utilizing the data that my preand post- assessment grants me in understanding my students comprehension in my class. And
because of that I need to pursue to make contact with these students to get them back on track. I
also realized how many students are submitting blank documents, and not for the reasons
intended, but to just put off doing the essays. I will need to look into re-writing the policy
concerning the submission of blank documents and when they are appropriate. I also have been
blessed to come to the realization that I have good hard-working students, who enjoy being in
my class and interacting with me. Sometimes being an online teacher can be lonely in the class
because you cant see your students faces. But this class and this unit have really helped bring
back that unity, and they shared desire to learn and be part of the community within our
classroom dynamic. These are just some of the things that this experience has given me overall
and how it has changed me.
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111
The last reflection I want to make is that this unit in its nightly live lessons, lesson
planning, paper writing, and so much more, were incredibly taxing on myself and my family. I
could not have done this without the support of my professor, co-workers, my family, and
especially my husband, Chris. He supported me when things were the most hectic, going from a
10-hour work day and state testing, to running home and quickly scarfing down dinner, to be
ready for my 7 pm lesson time. When I wanted to procrastinate writing my paper, he would
remind me all that I was working toward, that my students depended on me to hold up my
promise to them, and my promise to my professors and Dr. White, who put his faith in my when
entering this program. That is what this TWS boils down to, keeping promises and working hard
to give my students the learning experience they need for them to thrive in my class and our
school. It is my hope that all study, preparation, and data analysis I have done in this TWS and
this Research Paper Unit will better prepare them for their future journeys, whatever that may be.
Let us not become weary in doing good,
for at the proper time we will reap a harvest if we do not give up
(Galatians 6:9).
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Appendix
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References
About Connections Academy, Providing Free Online School. Retrieved March 23, 2016, from
http://www.connectionsacademy.com/about
Berrett, D. (2012, February 19). How 'Flipping' the Classroom Can Improve the Traditional
Lecture. Retrieved April 16, 2016, from http://chronicle.com/article/How-Flipping-theClassroom/130857/
Brame, C. J. Center for Teaching. Retrieved April 15, 2016, from
https://cft.vanderbilt.edu/guides-sub-pages/flipping-the-classroom/
Connections Education. (2014). Its Time to Connect. Retrieved from
http://www.connectionsacademy.com/Portals/4/ca/documents/pdfs/CAProgramGuide201
4-2015.pdf
Fitzpatrick, M. (2012, June 24). Classroom Lectures Go Digital. Retrieved April 16, 2016, from
http://www.nytimes.com/2012/06/25/us/25iht-educside25.html?_r=0
Mazur, E. (2009, January). Farewell, Lecture? Retrieved April 16, 2016, from
http://science.sciencemag.org/content/323/5910/50.full
New Colorado P-12 Academic Standards. Retrieved April 16, 2016, from
http://www2.cde.state.co.us/scripts/allstandards/COStandards.asp?stid=6
Overall Grade for COLORADO CONNECTIONS ACADEMY. (2014). Retrieved March 24,
2016, from http://www.coloradoschoolgrades.com/SchoolReportCard.aspx?sid=1796H
Pearson. Our story. Retrieved April 03, 2016, from https://www.pearson.com/about-us/ourhistory.html

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TWS Scoring Rubric3-9

Section II: Unit Topic Rationale ........22-29

Section III: Standards, Goals, and Objectives .....29-32

Section V: Instructional Plan 45-87

Section VI: Adjusted and Implemented Instructional Plan ..............87-101

Section VII: Assessment Data .............102-106

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II. Unit Topic

3. The description includes

1. Topic rationale is stated in terms

2. Unit content is summarized and

3. Instructional decisions are based

1. All standards, goals, and

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1-5. Exemplifies all

6. Unit pre and post

1-5. Exemplifies all

5. All assessments include a

2. Less than three goals

1. Pre and post

3. Some pre/post assessment

4. Standardized scoring, when

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1-6. Exemplifies all

5. A copy of the pre/post

1-7. Exemplifies all

6. At least 5 performance based

5. Copy of the pre/post

1. Less than 10 lesson

1. Few lesson plans show

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1-7. Exemplifies all

1. Does not includes an

1-6. Exemplifies all

1. A detailed written response of

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1-7. Exemplifies all

4. All tables and graphs are labeled

5. The factual analysis of the

6. Qualitative data is concisely

5. The factual analysis of

7. Results of assessments and the

6. Qualitative data is not

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1-7. Reflects on all of

changes in the way

Reflects on all of the following

Reflects on some of the

1. Implications of the results of the

7. Analyzes course content against

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6. TWS submitted into blackboard

7. TWS has all Evidence Logs

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According to Colorado School Grades, about 39% of Colorado Connections Academy

TEACHER WORK SAMPLE

Household FARM Eligibility

Does not qualify

The ethnic make up of ColoCA students tend to be predominately white, making up a