UWS Spring 2012 Template

Unit Work Sample Template- Spring 2012

Candidate’s Name:	District:
School:	Academic Year:
Course:

Unit title and/or description:

Dates of unit: from _____ to _____

Number of lessons in unit:

[please attach all lesson plans and supplemental materials with your final submission]

Modifications

Please describe any modifications you made to your lesson plans between the time you turned them in and the time you taught the lessons. (if any) If you would like, you may also attach revised lesson plans

UWS Section I: Major Unit Objectives (Key Element 2.A)

Describe the major objectives of the unit.

Major Unit Objectives (Key Element 2.A)

Reflect on the unit objectives (Key Element 2.A): How did you craft these objectives so that the students understand both the objectives and their relevance?

Identify both the state standards and SPA standards addressed in this UWS:

SC Standards	SPA Standards (ACEI, NCTM, NCSS, ACFL, NCTE, NSTA)

UWS Section II: Unit Plan (Key Element 2.B)

Describe your instructional plan-that is, the sequence of steps that you need to follow if your students are to achieve the unit objectives-including the key activities or strategies and resources (e.g., materials, technology).

Reflect on the instructional plan for the unit (Key Element 2.B): How does this instructional plan establish a balance between grade-level academic standards and expectations and the needs, abilities, and developmental levels of individual students?

Contextual Factors (from LRP, key element 1.A)

1.A The teacher obtains student information, analyzes this information to determine the learning needs of all students, and uses this information to guide instructional planning. 

The teacher begins the long-range planning process by gaining a thorough understanding of students’ prior achievement levels, learning styles and needs, cultural and socioeconomic backgrounds, and individual interests. The teacher gathers this information from a variety of sources, including student records (e.g., permanent records, individualized education programs) and individuals such as other teachers, special-area professionals, administrators, service providers, parents, and the students themselves. From this information, the teacher identifies the factors that are likely to impact student learning. The teacher then uses this information to develop appropriate plans for meeting the diverse needs of his or her students.

Include student information for the class in which you are implementing your UWS. The student data may include the following (discuss data sources with your supervisor and make any adjustments you decide are appropriate):

• School report card (SC Department of Education)
• Standardized test scores (PACT, EOC, HSAP, SAT, ACT, AP, etc)
• Class demographics (gender, race, etc)
• Learning style, interest, or other appropriate inventory
• School information (School Improvement Report, school handbook, web-page data, etc)
• Interviews (teachers, administrators, community members, etc)
• Community tour

2. Reflect on how student information and contextual factors impact your unit work sample.

UWS Section III: Unit Assessments (Key Element 3.A)

List the key unit assessments.

Key Unit Assessments (Key Element 3.A)	Type of Assessment (Check one for each assessment) Teacher-Made            Commercial
Pre-Assessment
Post-Assessment

Reflect on the unit assessments (Key Element 3.A): How did you determine that your unit assessments are valid and reliable for all students?

UWS Section IV: Analysis of Student Performance (Key Element 3.B)

Reflect on the analysis of student performance (Key Element 3.B): How did you analyze your assessment data for formative purposes in order to (1) increase your understanding of individual students' strengths and weaknesses and (2) determine specific aspects of instruction that need to be modified?

***Include at least one specific example here of how you did this***

UWS Section V: Response to Formative Analysis (Key Element 2.C)

Reflect on the findings of the formative analysis (Key Element 2.C): Did you need to adjust your unit plan, or do you foresee the need to make adjustments to future unit plans for these students? Why or why not?

***focus on how you will teach this unit differently in the future (based on evidence from student work)***

UWS Section VI: Summative Feedback (Key Element 3.C)

Reflect on the summative feedback (Key Element 3.C): How did you determine the relationship between student performance data and the grades (or other performance indicators) that you assigned to the students?

***be sure to include spreadsheets, data tables, grade analysis, etc. for summative assessments***

Furman Education Department Lesson Plan

Rationale: why you teaching this lesson

WHY?

• What is the purpose of your lesson? (what do you hope students get out of it?) 
• How does this lesson connect with other lessons in your unit?
• Why should this matter to students?
• Etc.

Standards: SC Curriculum Standards

Standards: Content (from SPA- NCSS, NCTE, ACEI, ACTFL, etc.)

Resources:

·      List all resources needed to teach this lesson including books, websites, flipcharts, etc. (attach to back of lesson plan if desired)

·      Discuss how you used the resources you listed above to best meet your students' needs as learners.

·      Which ones are original (created by you) and which ones are from outside sources? 

·      Please explain how you made the resources obtained from outside sources "your own" by your careful selection, structure, and use of these resources. 

·      Discuss how you modified these resources to meet your students' needs and interests as learners and the demands of your state standards. 

·      Justify your use of the resources listed.

Lesson Procedures:

an introduction/ hook

This is what you will do to introduce the lesson in the first few minutes of the class (video clip, advanced organizer, story, etc.)

lesson details-

 This is where you will describe step by step the details of what will occur during this lesson. Please specify how you will meet the needs of ALL students during instruction.

enrichment/ extension

-Beyond class time, what can students do to further their understanding of the lesson material?

Assessment plan:

Informal Assessment

Observation, Discussion, Questions, etc.

Formal Assessment

attach scoring guides, tests, worksheets, etc. used during this lesson (if no formal assessment is required, please note)