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the
past
eight
months
of
my
internship,
I
have
been
able
to
plan
a
number
of
units,
both
alone
and
with
my
mentor,
Craig
Huhn.
Along
with
the
units
on
quadratic
functions
and
polynomial
functions
I
planned
and
submitted
for
class,
I
also
worked
with
Craig
to
completely
revamp
at
least
two
other
units
(parametric
functions
and
probability)
for
our
second-year
Algebra
course.
Seeing
the
difference
between
how
a
unit
that
is
well
established
is
planned
from
year
to
year
and
how
a
unit
that
is
being
reworked
is
planned
and
thought
through
was
very
beneficial
to
me
this
year.
For
the
quadratic
and
polynomial
units
that
planned,
I
was
fortunate
enough
to
have
material
that
had
been
used
in
previous
years
to
teach
the
units,
and
I
was
able
to
base
my
plan
off
of
them.
For
the
first
unit,
I
was
given
all
the
assignments
that
the
students
would
complete
in
order,
and
I
had
to
determine
how
the
goals
and
learning
targets
of
the
assignment
fit
together
with
the
goals,
learning
targets,
and
standards
of
the
unit.
When
I
planned
the
polynomials
unit,
I
was
given
the
assignments
once
again,
but
not
in
order,
and
I
was
then
able
to
determine
a
logical
progression
for
the
assignments,
as
well
as
develop
and
edit
assignments
to
make
sure
that
all
of
the
standards
would
be
satisfactorily
covered
in
class.
I
also
decided
to
use
the
unit
tests
from
the
previous
year,
because
I
felt
that
they
appropriately
assessed
students
on
the
learning
targets
and
standards
that
I
felt
were
most
important
from
the
unit.
In
the
parametric
and
probability
units
that
I
co-designed
with
my
mentor,
we
knew
the
learning
targets
that
we
wanted
to
cover
and
had
a
general
idea
of
the
progression
of
how
we
would
teach
them.
However,
we
did
not
use
any
assignments
from
previous
years,
so
we
built
them
day-by-day
as
we
went
through
the
unit.
We
did
this
to
allow
us
to
react
to
what
we
saw
and
heard
students
doing
and
saying
in
class,
so
we
could
make
sure
that
the
progression
of
the
ideas
made
sense
not
only
to
us,
but
also
to
our
students.
For
the
unit
tests
for
these
units,
we
determined
which
learning
targets
and
standards
were
the
most
important
to
assess,
and
then
designed
questions
to
accurately
assess
those
learning
targets
and
standards.
In
my
quadratic
and
polynomial
units,
which
were
planned
before
the
parametric
and
probability
units,
I
was
able
to
write
learning
goals
that
were
clear
to
teachers,
but
ended
up
being
as
clear
to
students.
Part
of
this
problem
was
that
I
wrote
very
broad
goals
that
may
have
made
sense
and
been
achievable
at
the
end
of
the
units,
but
as
I
taught
the
units,
they
ended
up
being
very
hard
to
achieve
and
assess
until
the
end
of
the
unit.
This
could
have
been
remedied
by
breaking
down
the
broad
goals
into
much
more
specific
and
achievable
goals.
In
these
units,
my
primary
forms
of
assessing
the
learning
goals
were
the
final
unit
test
and
the
in-class
discussions
we
had
as
a
class.
Through
the
in-class
discussions,
I
was
able
to
get
a
sense
of
what
many
of
my
students
knew,
but
I
did
not
get
solid
data
about
what
each
of
my
students
knew,
since
some
students
found
ways
to
not
participate
in
the
class
discussions,
and
by
the
time
I
gave
the
unit
test,
it
was
too
late
to
do
anything
for
the
students
who
were
struggling
to
acheive
the
learning
goals.
As
I
co-planned
the
parametric
and
probability
units
with
Craig,
he
made
the
suggestion
to
make
sure
that
my
learning
goals
are
as
specific
as
can
be,
even
though
it
will
result
in
having
more
of
them.
This
allows
students
to
be
able
to
achieve
the
goals
more
easily
and
more
quickly,
meaning
that
the
students
will
feel
like
they
are
making
more
progress,
even
if
it
does
not
make
a
difference
at
all.
Heeding
this
advice
allowed
us
to
be
very
specific
and
clear
with
the
goals
that
we
developed
for
the
parametric
and
probability
units.
In
these
units,
I
used
the
same
forms
of
assessment
as
in
the
other
units,
but
I
also
used
other
formative
assessment
tools
like
learning
checks,
exit
slips,
meaningful
warm-ups
designed
to
confront
common
misconceptions,
and
more.
When
teaching
these
units,
I
found
that
I
knew
much
more
about
what
more
of
my
students
knew
and
were
able
to
do
because
of
building
these
forms
of
assessment
into
the
unit,
and
I
could
then
modify
future
instruction
to
account
for
both
the
strengths
and
weaknesses
of
my
students.
For
instance,
in
the
parametric
unit,
I
gave
a
learning
check
where
I
learned
that
students
still
struggled
with
the
concepts
of
domain
and
range
with
relation
to
parametric
functions.
With
this
data,
I
was
able
to
build
these
learning
targets
into
future
assignments
so
my
students
could
have
more
chances
to
reach
them.
Through
the
four
big
units
that
I
had
at
least
a
hand
in
planning,
I
was
able
to
develop
my
skill
of
coherently
sequencing
lessons.
As
stated
before,
for
the
first
unit
I
planned,
the
quadratic
functions
unit,
I
was
given
all
of
the
assignments
that
had
been
used
in
previous
years,
in
the
order
that
they
were
used.
This
allowed
me
to
get
practice
examining
assignments
for
their
learning
targets,
as
well
as
track
the
progression
of
the
learning
targets
through
the
unit.
For
the
second
unit
I
planned,
the
polynomial
functions
unit,
I
was
once
again
given
all
the
material
for
the
unit,
but
this
time
not
in
order.
This
allowed
me
to
continue
to
practice
examining
assignments
for
their
learning
targets,
as
well
as
sequence
them
in
a
coherent
progression.
I
was
also
able
to
develop
my
own
assignments
to
help
students
achieve
the
learning
targets
and
Math
Practice
Standards
form
the
Common
Core
State
Standards,
such
as
an
assignment
that
had
students
find
errors
in
given
work
for
simplifying
expressions
of
degree
three
or
higher.
In
the
final
two
big
units
that
I
co-planned
with
Craig,
we
developed
a
logical
progression
of
learning
targets
before
we
started
the
unit,
and
then
built
the
assignments
to
achieve
those
learning
targets
as
the
unit
progressed.
I
played
an
equal
role
in
both
the
planning
of
the
progression
of
targets
and
the
formation
of
the
assignments
for
these
two
units,
allowing
me
to
develop
my
skills
of
coherently
sequencing
lessons,
as
well
as
forming
engaging
and
relevant
assignments
for
my
students.
Through
planning
units
in
my
internship
this
year,
I
was
able
to
develop
my
long-term
planning
skills.
The
experiences
I
got
through
planning
both
tried
and
tested
units
as
well
as
completely
revamped
units
prepared
me
for
planning
both
ways
in
my
future
as
a
teacher,
knowing
that
I
will
likely
use
both
sets
of
skills
very
quickly
in
my
career.