CWS Part I TT2: Candidate Work Sample Teachers Name:_Jessica Hazel_________ School:_Chucktown Middle School______ CWS Section I: Unit

Topic or Title: Social Studies Unit: Ancient Egyptian Civilization Grade Level: _6th Grade_ Year:_2011_

CWS Section II: Contextual Factors (Based upon your field placement and your selected case study student, describe how you would ideally address contextual factors to meet the needs of your students, including your case study student.) A. Classroom description I am in a sixth-grade language arts and social studies class in Charleston County. The school is a Title I school and is located in a neighborhood on Morrison Drive in downtown Charleston. The sixth grade class has below average test scores for the district and the state. The class is 100% African American and every student receives free or reduced lunch. There are 20 students in the class. B. (Step 1 (I)- Identify Overall Classroom Demands Classroom Organization (UDL Principles 1, 3, 4, 7, 8, 9) Physical arrangement of desks, learning centers, computers, book shelves, wall decorations, bulletin boards and lighting. Students will sit at tables rather than desks. There will be 4 students at each table. Each table will have a plastic file cabinet, where students keep materials, books, and notebooks. The desks will be situated so that all students can see the white board and SMART Board. Assignments, daily agenda, essential question, and homework will be written on the board for student to reference. The room will be set up as a workshop, where there is a class library with several bookshelves; reading corner with a sofa, rug and two floor lamps; writing center with writing materials and reference books; and a publishing center with publishing materials and two computers on the back wall. When you enter the classroom, there will be a small table to the left for students to turn in assignments. The teachers desk is situated where all students can be seen. There will be a small table next to the desk where conferences will take place with students. The walls will be decorated with student work, school/classroom rules, learning strategies, reference posters, and posters that are culturally responsive. The school and class schedule will be posted next to the white board. There will be a bulletin board on one of the walls, where students post current events news articles. When students enter the room, music will be playing. Each day will begin with 15 minutes of independent reading (any book of their choice). Once the music is turned off, the students will know that its time to go over the agenda and the essential question. Students will write the essential question either in the Social Studies or ELA notebook.

Music will be used during transitions. Once the music stops playing, students should be ready for the next task. If students finish work early, they can go to one of the stations in the room. They can read independently at their desk or in the class library/reading corner or work in an area of the writing center If students have to use the restroom, they will sign their name on the bathroom sign out sheet. Classroom rules: Be respectful, be responsible, be safe. These rules will shape the classroom climate. Students will feel as if they are part of a community, where each students needs and feelings are respected and contributions are appreciated. Classroom Grouping (UDL Principles 8, 9) ELA instruction will begin with a whole group mini-lesson. Social studies will begin with a multimedia presentation and whole group discussion. After the main instruction, students will work in small groups, working together to complete a given task. Small groups will consist of students of both mixedskill and same-skill grouping, depending on the activities. Mixed-skill grouping will allow students to help each other and learn from each other. Same-skill grouping will allow the teacher to work with groups on specific topics. (Bursuck & Friend, 2011) There will be Book Club groups consisting of four students. All students will be reading the same book or a similar book with similar features. Students will meet with their Book Club groups twice a week. Students will have the opportunity to choose their books. If there is a group of students struggling with a particular concept, the teacher will set up a small group instruction time to work on the difficult concept. Instructional Materials (UDL Principles 1, 6, 7) Textbooks will be used to get the main ideas or facts, but they will not be used as the primary source of information. Supplemental literature, reference books, pictures, videos, and websites will be used to support information in the textbooks Manipulatives will be used to help students get a deeper understanding of a concept or topic. Authentic literature will be used to motivate and engage students. It will expand students oral language, vocabulary, background, and prior knowledge. It will help students build literacy skills. (Cooper & Kiger, 2009) Models will be used to help students understand concepts. Previous student work will be used to help students understand the writing process. All projects assigned will have a model for students to view. Reading and writing strategies will be modeled by the teacher both orally and written. Technology will be used frequently in the classroom. The SMART Board will be used to make lesson more engaging. Both the teacher and students will be actively involved with the SMART Board. ELMO document camera will also be used for students to follow along when the teacher is reading. There will be four computers in the publishing center of the room, where students can work on their writing pieces and other literacy and social studies related activities

Instructional Methods (UDL Principles 1, 2, 3, 4, 5, 6) Direct Instruction will used when teaching new material and concepts. Most lessons will begin with direct instruction to activate prior knowledge and go over the previous days instruction. It will also provide students with guided practice and for the teacher to check that the students understand the new information. The teacher will be able to provide feedback and re-teach information if necessary. It also allows for students to do independent practice to make sure that they fully understand the concepts and to hold students accountable for their work. (Bursuck & Friend, 2011). Indirect instruction will also be used. Students will engage in inquiry based learning for both social students and English language arts. This way, students are actively involved in their own learning. (Bursuck & Friend, 2011). Scaffolding will be used during instruction to help students build problem solving skills and to guide them so that they will be able to work independently. Independent practice will be used frequently in the classroom. Its important that students practice independently what they have learned to strengthen their own skills. This will part of both direct and indirect instruction. Homework will be used for practicing new skills, understanding new information, and reading independently. Homework will not be given every day, but students will be held accountable for when homework is given. Feedback will be provided on all homework that is turned in. Student Evaluation (UDL Principles 1, 3) Most student evaluation will come from authentic assessments. Students will complete a variety of writing and reading assignments that reflect literacy in the community, the workplace, and the instructional activities in the classroom. (Cooper & Kiger, 2009). Testing will be used at the end of a unit to evaluate students understanding of information and concepts. Students will also create a portfolio of students writing that will be collected throughout the year. This will allow the teacher to see the progression of writing skills throughout the year. Informal assessments will be used to check students understanding of material throughout the unit. Students will receive grades on everything that is turned in. If students are not satisfied with their grade on a particular assignment, they made revise it and turn it back in for another grade. The final grade of the assignment will be the average of the two grades. C. Case study student description In a paragraph, describe your case study student. Then go through Steps 2 4 of INCLUDE to analyze the students anticipated strengths and weaknesses. Include a description of the ways in which each of these factors will be taken into consideration during unit planning and instruction. Use steps 2 4 of the INCLUDE strategy within this section. Christopher is an 11-year-old male who attends the sixth grade with his peers in a neighborhood elementary school. Christopher is very quiet in class and well behaved. He has good relationships with his peers, teachers, and other school staff.

Overall, Christophers individual assessments indicate that his cognitive ability is in the average range for his age. However, Christopher has difficulty in oral reading and reading comprehension skills. He scored at the third grade in reading. His reading comprehension levels were higher than his word recognition skills. Christopher can recognize most familiar words, but when he tries to sound out unfamiliar words, he is unsuccessful due to inconsistencies in some phonetic sounds. Reading comprehension scores place him at a second grade level. In addition, Christopher is significantly below average in his spelling, scoring on the third grade level. He can write simple sentences and even four or five sentence paragraphs with limited description. His written work is difficult to read because his spelling is so inventive. He functions at grade level in math computations, but has difficulty reading word problems. Christopher lives at home with his mother, father and two sisters. His sisters are both younger and attend the same elementary school. The family environment is happy and supportive. His mother states that he enjoys school, even though it is sometimes difficult. Christopher likes football, basketball, and playing with his friends. Step 2 (N) Note Strengths:& Needs of each Student (UDL Principles 1 7) Academics: basic skills, cognitive and learning strategies, & survival skills. o Cognitive ability in average range for his age o Reading at a 3rd grade level, but his reading comprehension skills were higher than his word recognition skills o Reading comprehension scores place him at a 2nd grade level o Difficulty reading orally due to inconsistencies in some phonetic sounds. o Difficulty with spelling, scoring at a 3rd grade level. o Can write in short paragraphs, four to five sentences o Uses a lot of inventive spelling o Functions on grade level for math computations o Difficulty reading math word problems Social-emotional development interpersonal skills & coping skills o Has good relationships with peers, teachers and school staff o Well-behaved in school o Family is happy, healthy and very supportive. o He enjoys school even though he has some difficulties. o Like football, basketball, and playing with friends. Physical development vision, hearing, motor & neurological functioning. o No physical difficulties Step 3 (C) - Check for Potential Successes of each Student (UDL Principles 1 7) The student enjoys school he and works hard to improve his own learning and abilities. The student is well-behaved and quite in class, but is also an active participant in class discussions. The student is well liked among his classmates and works well in groups. The student can solve math computations on grade level, so math is often integrated within in the ELA and Social Studies curriculum.

The student is able to write in simple paragraphs and sentences. The student enjoys working on projects and activities, where a lot of reading is not involved. Step 4 (L) Look for Potential Problems (Mismatches) (UDL Principles 1 7) The student has difficulty with reading comprehension The student uses inventive spelling frequently and is difficult to read and understand The student has difficulty reading orally and often stumbles over unfamiliar words. The students writing lacks detail only writing in 4 to 5 simple sentences. D. Add a classroom map depicting an ideal learning environment for your students.

(This can be drawn by hand or using an on-line tool.)

CWS Section III: Unit Plan (Part A) (key element 2.A): A. Unit outline Make a detailed outline of the instructional unit using the table below. Identify unit objectives and their correlated standards or expectations. Unit Objectives Correlated (Key element 2.A) Standards/Expectations Standard 6-1: The student will 1. The students will compare and contrast nomadic life and life demonstrate an understanding of in civilization. the transition of humans from nomadic life to settled life in the cradles of civilization. 2. The student will describe the five elements of civilization in Standard 6-1: The student will relation to Ancient Egypt: constant food source, writing demonstrate an understanding of system, government, permanent housing, and trading system the transition of humans from nomadic life to settled life in the cradles of civilization. 3. The student will explain the role of the Nile river in shaping Standard 6-1: The student will the five elements Ancient Egyptian civilization demonstrate an understanding of the transition of humans from nomadic life to settled life in the cradles of civilization. 4. The student will compare and contrast the significance of Standard 6-1: The student will the Nile river and the Huang He river demonstrate an understanding of the transition of humans from nomadic life to settled life in the cradles of civilization. 5. The student will describe and illustrate Ancient Egypts Standard 6-1: The student will government. demonstrate an understanding of the transition of humans from nomadic life to settled life in the cradles of civilization. 6. The student will explain the role of the Ancient Egyptian Standard 6-1: The student will government. demonstrate an understanding of the transition of humans from nomadic life to settled life in the cradles of civilization. 7. The student will explain the role and significance of the Standard 6-1: The student will pharaoh in Ancient Egypt. demonstrate an understanding of the transition of humans from nomadic life to settled life in the cradles of civilization.

Unit Objectives Correlated (Key element 2.A) Standards/Expectations 8. The student will explain the significance of the pyramids of Standard 6-1: The student will Ancient Egyptian civilization. demonstrate an understanding of the transition of humans from nomadic life to settled life in the cradles of civilization. 9. The student will analyze and explain the importance of Standard 6-1: The student will hieroglyphics in Ancient Egyptian civilization. demonstrate an understanding of the transition of humans from nomadic life to settled life in the cradles of civilization. 10. The student will create a newspaper analyzing the five Standard 6-1: The student will elements of civilization as a local Egyptian living in Ancient demonstrate an understanding of Egypt the transition of humans from nomadic life to settled life in the cradles of civilization.

CWS PART II One Lesson Plan - Considering the objectives above and lessons you would plan for this unit, develop at least one detailed lesson plan which includes substantial accommodations using steps 5 7 of the INCLUDE strategy and the student described in your case study. Teacher: Jessica Hazel Subject Area: Social Studies Grade Level: 6th Unit Title: Ancient Civilizations Lesson Title: Ancient Egyptian Civilization SC Standards/Indicators: Standard 6-1: The student will demonstrate an understanding of the transition of humans from nomadic life to settled life in the cradles of civilization. Indicator 6-1.4 - Compare the cultural, social, and political features and contributions of civilizations in the Tigris and Euphrates, Nile, Indus, and Huang He river valleys, including the evolution of language and writing systems, architecture, religious traditions and forms of social order, the division or specialization of labor, and the development of different forms of government. Objectives 1. The student will describe the five elements of civilization in relation to Ancient Egypt. Assessment Formative: The student will complete four worksheets on the five elements of Ancient Egyptian civilization. Summative: The student will create a Power Point presentation explaining the five elements of Ancient Egyptian Civilization. Materials/Resources Needed: Power Point presentation on the five elements of civilization in Ancient Egypt SMART Board Computer Books about Ancient Egypt Worksheets for Each center Written directions for each center Markers

Timer Student Outline for Power Point presentation

Anticipatory Set Before students come back to class the teacher will place a copy of the outline of the Power Point presentation for the students to take notes on. The teacher will activate prior knowledge by asking the students to list the five elements of a civilization. The teacher will show five pictures representing each of the elements of civilization and will ask the students to identify which picture depicts each element. The teacher will explain to the students that at the end of the Power Point presentation they will be working in groups at different centers, where they will learn more about each element of Ancient Egyptian civilization and will complete a worksheet for each center. Skill Development The teacher will go over the Power Point presentation on Egyptian civilization describing each element of a civilization. The teacher will explain how each element shaped Ancient Egyptian civilization and will provide examples of each. The teacher will ask students questions throughout the presentation and encourage the student to ask questions of their own. Guided Practice The class will be set up in four centers each center representing an element of civilization (Trade and Constant food source are one center). After the Power Point presentation, the teacher will explain each of the centers to the students. She will explain to the students that if they do not complete each worksheet, they responsible for finishing it for homework. The teacher will also explain that the purpose of doing these centers is to them gather research and organize information for the Power Point they will have to complete about the five elements of Ancient Egyptian civilization. Directions for each center will be posted at each center along with a worksheet that each student will have to complete. The class will be divided into four groups and will rotate every ten minutes through each center. The teacher will be walking around to each group checking for understanding and keeping students on task. - Descriptions and worksheets for each center attached to Lesson Plan Closure After the center activity has been completed the students will be asked to return to their seats to review what they learned in the centers. The teacher will ask students to share the work they completed at the centers to the class. The teacher will remind the students that they will be using the information from their worksheets to create a Power Point presentation on the five elements of Ancient Egyptian

Civilization. Independent Practice The student will complete the worksheets from each station. The student will create a Power Point presentation on the five elements of Ancient Egyptian Civilization. Rubric: Power Point Presentation on The Five Elements of Ancient Egyptian Civilization Criteria Content 4-5 Each element is properly identified, and each slide contains at least 5 accurate and relevant sentences. Contains no major spelling or grammatical errors. Each slide is organized in a logical manner. Each slide contains at least three pictures, two different font styles, and two different colors. 2-3 3-4 elements are properly identified. Each slide contains at least 5 accurate and relevant sentences. Contains more than two major spelling or grammatical errors. Most slides are organized in a logical manner. Each slide contains two pictures, one font style, and one color. 0-1 Less than 3 elements are properly identified. Each slide contains less than 5 accurate and relevant sentences. Contains more than three major spelling or grammatical errors. Slides are disorganized. Each slide contains less than two pictures, no variety in font or color was used.

Spelling and Grammar Organization Creativity

Total Maximum Points 15 Step 5 (U) Use Information to Brainstorm Adaptations (Cite appropriate and comprehensive adaptations from the professional literature for your case study student.) (UDL Principles 1 7) Accommodations Before the lesson begins each student will have a copy of the notes that accompany the PowerPoint presentation on the 5 elements of Ancient Egyptian civilization. The notes will have blanks throughout where the students have to fill in by following along with the presentation. (Salend, 2010) The teacher will clearly explain the objective and what the students will be doing during the lesson. This way the student will know exactly what is expected of him so that he can succeed without having to rely on reading to understand what needs to be done during group work and independent practice. (Bursuck & Friend, 2011)

The PowerPoint presentation will have few words on each page so that the student can follow along without having to read a lot of text. The PowerPoint will be visually stimulating to keep student engaged. The PowerPoint presentation will contain pictures so that if the student gets lost while taking notes, he can use the pictures to help him understand where we are in the lesson. The outline will have new vocabulary bolded. When the teacher gets to a new vocabulary word, she will explain it and have them write down the definition in their notes. (Filikins, 2011) After the PowerPoint presentation the students will be split up into small groups of 4 and work at different centers related to the 5 elements of civilization. By working in small groups, the student will be able to practice his reading skills with other students with mixed reading abilities through reciprocal teaching. (Elbauim, Hughes, Moddy, & Vaughn, 2001) Before students start working in small groups at centers, the teacher will thoroughly explain the purpose of each center and what the students need to accomplish in each center. This will keep the student from being confused when he breaks into small groups and prevents him from relying reading the directions to understand what he needs to do at each center. (Bursuck & Friend, 2011). Each center will address different learning styles and represent several ability levels. This will increase motivation and engagement in the lesson. The student will be able to practice and develop reading and writing skills. (Burden, 1982) The student will have the choice to draw a picture or write a 5 sentence paragraph in the writing center. This allows the student to choose what he feels most comfortable with and allows him to participate in the center without becoming frustrated. (Kern & State, 2009) The student will be able to use his social skills while working in a group. This will keep the student motivated and engaged. (Burden, 1982) The teacher will walk around to each group and discuss the strategies the group is using to accomplish the specific tasks at each center. The student will be able to hear what strategies other students are using as well as what the strategies the teacher suggests. (Johnson, Johnson, & Holubec (1998). After the students finish the centers, they will have the opportunity to share what they learned in each center. The student will be able to use his social skills and oral abilities to explain specific parts of the centers he found interesting. (Presbrey, Robbins, Scott & Stallings, 1986) The student will have the opportunity for independent practice by creating a PowerPoint presentation on the 5 elements of Ancient Egyptian civilization. This will allow the student to write in simplified sentences and use pictures to demonstrate his knowledge on the elements. He will be able to use the worksheets he completed at each center as a guide in creating the PowerPoint presentation. (Vanderbeek, 2007) Modifications N/A Step 6 (D) - Decide upon Adaptations (UDL Principles 1 7) The student will be given an outline of the PowerPoint presentation for note taking. The teacher will clearly explain expectations of the lesson.

The PowerPoint presentation will have few words. The PowerPoint will be visually stimulating to keep student engaged. The PowerPoint presentation will contain pictures. The students will work in small groups. Each center will be thoroughly explained and modeled. Each center will address different learning styles and represent several ability levels. The student will have choice throughout the centers. The student will be able to use his social skills while working in groups and centers. The teacher will walk around to each group and discuss the strategies the group is using to accomplish the specific tasks at each center Select the easiest accommodations first. At the lessons closure, the student will be able to use his oral communication skills to present what he learned and found interesting. The student will practice his reading and writing skills by creating a PowerPoint presentation.

Step 7 (E) - Evaluate (case study) student progress (UDL Principles 1 7) The student will be evaluated Explain how you will track or assess strategy effectiveness (not the same as step 1) B. CWS Section III, Part B (key elements 3.A and 3.C): Unit Assessment For this assignment, provide a written description of how you will pre and post assess the entire unit. Describe any necessary accommodations that will be needed for your case study student. (During your internship, you will complete the table in the grayed out section below.) Pre-assessment: The teacher will start the unit by comparing and contrasting nomadic life and life in civilization. The students will have 5 minutes with the person sitting next to them to write down everything they know about nomads, their lifestyle, and their characteristics. Once the 5 minutes is up, the teacher will ask each pair to share one thing about nomadic life, and the teacher will record answers on the board. Once every pair has spoken, the teacher will ask the students if there is anything else that needs to be written down about nomads. After there has been a brief review of nomadic life, the teacher will then ask the students questions about civilizations: what do you think a civilization is? What characteristics does a civilization have? What kind of life do people who live in a civilization have? How is it different than nomadic life? How is it the same? The teacher and the students will continue a discussion about civilizations and how they compare and contrast with nomadic life. The students will then discuss with their pairs and fill out a Venn diagram. Once each pair has finished, the teacher will collect the Venn diagrams and read over making comments and giving feedback. The teacher will be looking to see if the students understand the difference between nomadic life and life in civilization in order to move into Ancient Egyptian civilization Accommodations for Christopher: Working with a partner allows for Christopher to orally discuss with his partner what he knows about nomads, without having to write anything down. It also allows for them to

work together on the Venn diagram, helping each other form sentences and practice writing skills. The teacher will monitor Christophers writing skills and help with strategies. Post-assessment At the end of the unit the students will work in pairs to complete a newspaper representing the 5 elements of Ancient Egyptian civilization: written language, trading system, constant food source, government, permanent homes and buildings. They will take on the role of a local reporter during the Ancient Egyptian civilization time period, analyzing the importance of the 5 elements of civilization. Each student will receive a rubric for grading. The students will turn in a rough draft of their newspaper on a word document. Once the teacher has reviewed each pairs rough draft, the students will have an opportunity to revise their work and create their newspaper. Accommodations for Christopher: Working with a partner will help Christopher with his writing and reading skills. Being able to talk to and discuss with his partner about the elements of civilization will be less overwhelming than if he had to write a newspaper all by himself. By allowing Christopher to turn in a rough draft, he is able to practice his writing skills with his partner and the teacher. He will be able to revise and learn from his mistakes before turning it in for a grade. This will keep him motivated and less frustrated with all the writing.

CWS Section III, Part D (key elements 2.B): Describe the key instructional activities, strategies, materials, and resources (including instructional technology), and indicate the lesson objectives (numbered according to the order in which they are listed in CWS Section III, Part A) that are addressed. Activities/Strategies/Materials/Resources Unit Objective (Key element 2.B) Number(s) Books about civilizations, Venn diagram to compare and contrast 1. The students will compare nomadic life and life in civilizations and contrast nomadic life and life in civilization. PowerPoint presentation on the 5 elements of Ancient Egyptian 2. The student will describe civilization, note outline for each students, center materials: the five elements of worksheets for each center, written directions for each center civilization in relation to Ancient Egypt: constant food source, writing system, government, permanent housing, and trading system PowerPoint presentation about the significance of the Nile river. 3. The student will explain Venn diagram to compare and contrast the Nile river and the the role of the Nile river in Huang He river. shaping the five elements Ancient Egyptian civilization 4. The student will compare and contrast the significance of the Nile river and the Huang He river Video about Ancient Egyptian government. Triangle cutouts to 5. The student will describe illustrate the hierarchy in Ancient Egypt. and illustrate Ancient Egypts government. 6. The student will explain the role of the Ancient Egyptian government. Computer lab to research famous pharaohs: Akhenaton, 7. The student will explain Amenhotep III, Cleopatra, Hatshepsut, Khufu, and Tutankhamen the role and significance of the pharaoh in Ancient Egypt. Video on Ancient Egyptian pyramids 8. The student will explain the significance of the pyramids of Ancient Egyptian civilization. PowerPoint presentation on hieroglyphics, Rosetta Stone model, 9. The student will analyze and hieroglyphics translation chart. and explain the importance of hieroglyphics in Ancient Egyptian civilization

Activities/Strategies/Materials/Resources Unit Objective (Key element 2.B) Number(s) Computer lab, books on Ancient Egyptian civilization, student 10. The student will create a notes and worksheets. newspaper analyzing the five elements of civilization as a local Egyptian living in Ancient Egypt

References

Burden, P. (2010). Classroom management: Creating a successful k-12 learning community, 4th ed. Hoboken, NJ: John Wiley & Sons. Burden, P. (1982). Learning centers in the middle school classroom. Retrieved from http://www.eric.ed.gov/PDFS/ED223607.pdf Bursuck, W., & Friend, M. (2011). Planning instruction by analyzing classroom and student needs. In Pearson custom education inclusion strategies (pp. 1-46). New York: Pearson Learning Solution. Cooper, J., & Kiger, N. (2009). Literacy: Helping students construct meaning. Boston, MA: Houghton Mifflin Company. Elbaum, B., Hughes, M., Moody, S., & Vaughn, S. Grouping students who struggle with reading (2001). Interventional in school and clinic, 36(3), 131-137. Filikins, S. (2011). Supporting student comprehension in content area reading. Retrieved from http://www.readwritethink.org/professionaldevelopment/strategy-guides/supporting-student-comprehension-cointent-30517.html Johnson, D., Johnson, R.& Holubec, E. (1998). The teachers role. In Integrating new technologies into the methods of education (chapter 2). Retrieved from Kern, L., State, T. (2009). Incorporating choice and preferred activities into classwide instruction [PowerPoint slides]. Retrieved from http://www.lehigh.edu/~incars/assets/pdf/choice_preferred_activities1.pdf http://www.intime.uni.edu/coop_learning/ch2/default.htm Presbey, L., Robbins, P., Scott, J., Stallings, J. (1986). Madeline hunter model on students achievement. The elementary school journal 85(5). Salend, S. (2011). Creating inclusive classroom: Effective and reflective practices, 7th ed. Upper Saddle River, NJ: Pearson Education, Inc. Vanderbeek, G. (2007). Improving the effectiveness of independent practice with corrective feedback. Retrieved from http://scimath.unl.edu/MIM/files/research/VanderbeekG.pdf