L Keizer - Student Teaching Tws

Northern State University
Student Teaching Experience

Teacher Work Sample
Spring 2017
Candidate Name: Lisa Keizer
Candidate Phone Number: (605)956-1321
Candidate ID Number: 7179810
Name of School where data was Castlewood Junior and Senior High School
collected:
Subject/Content Area: Social Studies
Grade Level: 7th, 9th, 10th, 11th, & 12th
Date Submitted: May 1, 2017
I understand that obtaining, or attempting to obtain, a passing grade on a TWS by

falsification or misrepresentation may result in a failing grade in a course or expulsion
from the teacher education program.
I grant permission for the School of Education to use my Teacher Work Sample as an
exemplary (outstanding) model for teacher candidate and university supervisor training
purposes in the future. I understand my name will remain on the document for proper
credit.
Signature of Candidate Submitting the TWS: electronic submission)
Description
A Teacher Work Sample (TWS) is designed to assess the impact of teacher candidates
instruction on students learning as well as provide evidence of candidates teaching
performance during the Pre-Student Teaching Experience. The TWS assignment
includes the following tasks:
I. Professional Goal Setting and Reflection
II. Contextual Information
III. Instructional Design and Implementation
Format
Ownership: Complete the cover page verifying the TWS to be your own authentic
work.
References and Credits: If you refer to another persons ideas or material (such as
theorists), cite these in a separate section at the end of the TWS under References and
Credits. (APA is recommended)
Font and Spacing: Use Arial size 12 font, double space all narrative portions, and print
on both sides.
Anonymity: Do not include the names of individual students, teachers, or staff as well
as participating schools in any part of the work sample in order to insure the anonymity
of all involved.
Submission
An electronic copy of your completed TWS must be submitted to:
D2L for ELED/SPED/SEED 496

Your electronic portfolio/professional website (please remember to remove the
cover page with identifying information before posting).
A paper copy of your TWS must be submitted to the Office of Field Experiences
(Gerber 111)
Task I: Professional Goal Setting
Objective: Candidates set a professional goal, identify the action strategies they will use
to achieve that goal, and reflect on their learning and growth (as it relates to that goal)
near the end of their student teaching experience.
Resources: Candidates will use the NSU Conceptual Framework (see table below) as a
guide for determining their professional goal.
NSU Conceptual Potential Category Description

Framework Outcomes
Categories (You will choose one of
these outcomes as the
basis for your goal)
Knowledge of Self Respect and Concern Knowledge of Self as an Individual recognizes the
as an Individual for Students educators influence in the lives of students and
emphasizes the importance of building trust
relationships, and setting positive examples.
Commitment to Health
and Safety
Knowledge of the Developmental Needs Knowledge of the learner focuses on an

Learner understanding of growth and development of learners
in the contexts in which development takes place and
Student Diversity
an understanding of how student diversity interacts
with the learning process.
Knowledge of Understanding Subject Knowledge of Content implies a broad understanding

Content Matter of the centrality of content knowledge for teaching,
and ability to organize central concepts and principles
of a subject matter, and a responsibility for acquiring
new knowledge.
Knowledge of Planning Pedagogical Knowledge includes those principles and

Pedagogy Implementation strategies necessary for effective teaching, including
Assessment the planning, implementation, and assessment of
instruction, classroom management and organization,
Classroom
knowledge of curriculum and instructional materials,
Management and
and integration of technology.
Organization
Instructional Materials
and Technology
Knowledge of Self Parent and Community Knowledge of Self as a Teacher and Member of a
as a Teacher and Involvement Learning Community calls for a collaboration among
Member of a Commitment to teachers, students and their families and communities
Learning Teaching that embraces diversity, promotes a positive sense of
Community Interpersonal personal identify, and enhances the possibilities for
Relations academic success.
Professional Growth
and Development
1. Conceptual Framework Goal Statement, Action Plan, and Reflection:
1. Identify the Framework Category to which your goal aligns:

Knowledge of Self as an Individual
b. Identify the specific Category Outcome you will use to determine your goal:
Respect and Concern for Students
c. Based on the outcome you selected, write a specific goal for this experience.
After your goal statement, provide a brief narrative explaining the reasons as to
why you chose this goal.
During this student teaching experience, I would like for myself to grow as
both a person, and an educator. I would like for myself to become more
confident and be able to get my points across to students. I would also like
for students to believe that I truly care for them, and value both their ideas
and opinions.
d. Describe the action plan (steps/strategies and resources) required to accomplish

this goal:
For this goal to follow through, I have consulted with both my cooperating
teacher and my university supervisor to critique me, and give me pointers
on how I should overcome my reserved and quiet personality. They have
given me suggestions such as simply greeting students at the door when
they come in for class, talking with them at lunch or in the hallway, going
on class trips, and seeing them at their concerts or games. I will begin by
getting to know these students as individuals and then as learners,
because students must feel as though they are in a safe environment to
be the more productive individual that they can be.
As for myself and gaining confidence, both my cooperating teacher and

university supervisor have said that the best way is just to keep doing it.
The first big step is getting in front of these students. After that, it will be to
just continue to grow from the practice of doing it.
e. Reflect on your progress/growth toward achieving this goal:
During this final student teaching experience, I was given the reigns and
told to go with it. By the end of the first month in my student teaching, I
was alone whenever I had taken over a class and was completely in
charge. I believe that I have really grown and everyone was able to see it
my cooperating teacher, my university supervisor, my students, and
even myself. I think that I will always have this nervousness about myself
whenever I start with a new group of students, I did every time I took over
a class, but I just have to continue to push through it and get out of my
shell a little more.
Task II: Contextual Information (see rubric for scoring details)

Objective: Candidates gather contextual information and discuss factors that may
influence the teaching and learning process.
Resources: Use a variety of resources to gather contextual information including

Census data for the community, School Improvement Plan, cooperating teacher, Title
I/SPED teachers, principal, school counselor, Infinite Campus, student files (with
administrative approval), school data available online.
http://doe.sd.gov/reportcard/listnew/
**The below information and resource is taken from Educational Testing Service Praxis
Performance Assessment for Teachers (PPAT) Candidate and Educator Handbook, copyright
2015. All rights reserved.
Contextual Information: This chart is designed to help you understand the many factors that
affect teaching and learning. Such factors include the community, classroom procedures,
student demographics, and the physical environment in which teaching takes place.
Understanding these factors as they relate to your teaching will help you determine the
instructional strategies and approaches that will support your students learning. In this chart,
address any factors listed as they pertain to your teaching assignment. The subcategories listed
under each category are just suggestions; there may be other subcategories that you would like
to address, or there may be a subcategory listed that does not apply to your situation.
Categories of Contextual Factors Description of the Contextual Factors
General Context of Your Students During my final student teaching experience, I was
(All subcategories listed in this box are in a classroom with 5 different classes and preps.
required.)
Mainly, I was with students at the senior high level.
Students grade and developmental The first class of the day was an elective
levels; the age range of students; the class covering historical events that
content area being taught; any other happened during the 1960s and 1970s. This
factors that are pertinent to understanding elective class consisted of 8 all male
your class assignment
students in either 10th, 11th, or 12th grade.
The second class of the day was a world
geography class consisting of 25 students
who were either in the 9th or 10th grade.
The third class of the day was another world
geography class consisting of 25 students
who were in the 7th grade. This was the only
class I experienced where they were the
students were considered to be in junior
high.
The fourth class of the day was a United
States history class consisting of 21 students
who were in the 11th grade.
The last class was an American government
class which consisted of 20 students in the
12th grade.
The majority of these classes are male dominated.

There is only 1 class out of the 5 where there are
more females than males.
Community During this placement, I was in a rural school

(e.g., whether the area is urban, setting.
suburban, or rural; socioeconomic
information; census data for the The population for this town is 668 people,
community) according to the datausa.io.
About 8.7% of the population of this town
live below the poverty line.
The average household income is about
$54, 896 as of 2015 data.
The majority of the community are white or
caucasian.
The average age of those living in this town
is 30 years old.
District 89.77% of students have attended 94% or

(e.g., enrollment; percent of students
receiving free or reduced-priced lunches;
more of enrolled days
graduation rates; ethnicities; percent of The graduation rate is 92.86%
students with IEPs; percent of students Predominantly white, with a hand full of
who are ELLs; per-pupil expenditures)
students being either hispanic, native
american, asian, black, or multiracial
The per-pupil expenditure amount is $8,447
21.8% of students receive free or reduced
lunch
School Junior High School:

(e.g., enrollment; percent of students
The junior high population consists of 69
receiving free or reduced-priced lunches;
ethnicities; percent of students with IEPs; students.
percent of students who are ELLs; 82.83% of the students within junior high
teacher-to-student ratio) grades have attended 94% of more of
enrolled days
About 10% of the student population are
considered to be students with disabilities
29% of the student population are
considered to be economically
disadvantaged
The students are predominantly white
8.6% of students receive reduced lunch
14.3% of students receive free lunch
The Senior High School:

The graduation rate for this senior high
school is 92.86%
The student to teacher ratio is 23:1
11% of students took an ACT or SAT exam
College and Career Readiness sits at
83.27%
The students are predominately white
12.8% of students receive reduced lunch
9% of students receive free lunch
Classroom Demographics
(e.g., ethnicities; gender ratios; special
The first class, the 1960s and 1970s
needs, including those of gifted students,
those of students physical needs, and elective, has 8 white, male students.
those due to cultural characteristics). The second class of the day, 9th and 10th
grade world geography, has 16 male
students and 9 female students.
The third class of the day, 7th grade world
geography, consists of 16 male students and
9 female students.
The fourth class of the day, 11th grade US
History, consists of 9 male students and 12
female students.
The fifth class of the day, 12th grade
American government, consists of 12 male
students and 8 female students.
Each class is predominantly white. The only

class with a person of color is the 11th grade
US History class, as they are from Taiwan.
Knowledge of Students
(in terms of the whole class and individual I have been told constantly that these students are
students)
rather competitive. They enjoy any game activity
(e.g., language needs; approaches to they can get their hands on. They are also
learning; prior learning and experiences; interested in project based learning rather than note
academic proficiencies/behavioral taking.
differences; areas of interest).
A good majority of these students are also involved
in sports, so sports are of an interest to these
students.
From what I have gathered so far, the 11th grade
class likes to negotiate. They are interested in
gaining treats and removing note taking/requesting
less than what is planned for the day. The 11th
grader class is probably the most competitive out of
the other grade levels.
Looking again at the 11th grade class, there is 2

foreign exchange students, 1 from Taiwan and 1
other student from Denmark. They understand
English rather well, but it is important to keep in
mind that their slang and how I use certain words
might be different in their English-context.
Task III: Instructional Design and Implementation

Objective: Candidates design, implement, and assess one lesson. (see rubric for
scoring on each component)
To complete this task use the Common Lesson Plan Template (see below). You will
complete this template for the lesson that your university supervisor formally observes.
Millicent Atkins School of Education: Common

Lesson Plan Template
Teacher Candidate Name: Lisa Keizer
Grade Level: 11th grade
Subject: United States History
Date: Wednesday, February 22, 2017
PLANNING
List the Common Core/State Standard(s) to be addressed in this lesson:
9-12.C.1.5 Explain the relationship between political ideologies and corresponding

economic ideologies and their impact on government systems through the use of
compelling and supporting questions.
9-12.H.4.9 Explain the causes, events, and consequences of the Second World War
including issues at home and abroad. (Courses: Modern, Comprehensive)
9-12.H.4.3 Analyze multiple and complex causes and effects of events of WWII.
List the Learning Objective(s) to be addressed in this lesson. Use the following format:
Students will be able to
Students will be able to explain the rise of dictatorships in the Soviet Union, Italy, and
Germany.
Students will be able to explain why and how Hitler came to power.
Describe how the objective is relevant to students lives.
Today, it might seem as though Hitlers philosophies were overboard. He placed the
blame on others for ruining Germany and their economy, he felt as though the best way
to help Germany was to go to the extreme and get rid of the Jews and others who were
not true Germans. However, if we look at some political philosophies of our nations
leaders today it is similar. For example, you could see some similarities in Trump. He has
placed the blame on Muslim Americans and illegal immigrants from Mexico. He wishes to
get rid of these groups of people, or at least keep them out of the nation.
List the words relevant to the content area that you will either introduce and/or review
during your lesson.
Treaty of Versailles, totalitarianism, Adolf Hitler, Joseph Stalin, Benito Mussolini, fascism,
anti-Semitic, Mein Kampf, National Socialist German Workers Party, nazis, League of
Nations, appeasement
List the materials you will need to teach the lesson.
I will be using my own powerpoint presentation to present the lecture information to the
students. The students will also be using the notes that they have taken during this time
to come up with information for their kahoot and to finish up their KWL chart at the end of
the class period.
ASSESSMENT
Pre-Assessment: Describe the instrument or process you will use to measure students
level of understanding toward the learning objective(s) prior to teaching the lesson.
I plan on having these students make a KWL chart and having them fill in the first two
columns: What I Already Know, and What Id Like to Know. I created a template for
the students to use with a box containing some of the main points or terms that I would
like to go over during the lesson portion. The terms were as follows: Treaty of Versailles,
totalitarianism, Adolf Hitler, Joseph Stalin, Benito Mussolini, fascism, anti-Semitic, Mein
Kampf, National Socialist German Workers Party, nazis, League of Nations,
appeasement.
I like to use assessments like KWL charts because the kids cant guess; it shows exactly
what they know off the top of their heads.
APPENDIX: Include a blank copy of the lesson pre-assessment. (if applicable)
Is your pre-assessment included at the end of this lesson plan?
Describe the timeline as to when you plan to administer the pre-assessment?

(Recommended timeline is a minimum of two days prior to teaching your lesson).
This classs week was pretty slow, they were preparing for an exam on Thursday. So, I
originally planned on giving this pre-assessment on Tuesday, the week before I gave my
lesson to the class, as so they could focus on their study guides on Wednesday.
However, my pre-assessment got pushed to the beginning of their class period on
Wednesday. Because of this, there were a few students that I had to get after to
complete it.
Create and insert a table/chart/graph that shows the pre-assessment data results. (if
applicable)
Insert an image of your table/chart/graph here.

Describe how the results of the pre-assessment (what the students have demonstrated
they know) will be used to design the lesson objectives, instruction, and post-
assessment.
These were the results from the KWL charts I received from the What I Already Know
portion:
Adolf Hitler was a really bad person, but a powerful leader.
14 points were discussed at Versailles.
League of Nations was created at Versailles, I think.
Adolf Hitler killed a lot of people.
Versailles Treaty was signed at Palace of Versailles which created the League of
Nations, which was a predecessor of the UN and disassembled after WWII--both
caused Germany a lot of suffering.
Adolf Hitler was an anti-Semitic which means he hated jews and black people.
Fascism was a war centered government.
I know America, Italy, Germany, Japan, China, & Soviet Union were in WWII.
Versailles Treaty ended WWI.
Nations that beat Germany got together to figure out how to deal with Germany.
WWI started with the assassination of Archduke Ferdinand.
Adolf Hitler rose to power when Germany was in a depression.
Hitler made himself dictator of Germany.
Hitler hated everyone that was Jewish or not normal.
Hitler led Germany during WWII.
Hitler had a mustache.
FDR was President during this time
WWII ended in 1945.
Versailles Treaty was an important peace treaty.
War started around 1935 and ended around 1945.
The war spanned 5-6 years.
The League of Nations was created after WWI to help with the internal
disagreements.
League of Nations--14 points was made with it, a group of people.
The Versailles Treaty made new laws.
Adolf Hitler killed a lot of people because of their religion.
Versailles Treaty helped bring WWI to an end.
League of Nations was a group of 4 countries.
Hitler was a Nazi leader.
Germany lost WWII.
Adolf Hitler was a man that killed many people such as gays, Jews, and etc.
League of Nations is where world leaders came together to discuss world issues.
WWII had something to do with Adolf Hitler.
During WWII many countries were involved.
Germany was in a lot of debt due to WWI, so Hitler seized that opportunity to rule
Germany.
Hitler ruled with totalitarianism.
Versailles Treaty created an end of WWI and put a lot of restrictions on Germany,
including their military.
Mein Kampf is a book written by Hitler, and its title translates to My struggle.
The League of Nations was formed as part of the Versailles Treaty.
Germanys economy was really bad.
Hitler came to power by making people believe he could fix Germany.
Hitler didnt like Jews because he was jealous of their loyalty to God.
America was a part of League of Nations.
Hitler was German and tried to kill a lot of people for their religion.
Adolf Hitler was German.
He was the leader of the Nazi Party.
He was Jewish even though he got a lot of Jewish people killed.
He made a lot of propaganda.
He wrote Mein Kampf, which is a really famous book.
He spoke to the people through speeches.
Germany was in a lot of debt after WWI so they needed a leader--thats why Adolf
Hitler got so popular.
Adolf Hitler killed a lot of Jews.
League of Nations and United Nations are the same thing.
Adolf was a leader of the Nazis
Versailles Treaty was a peace treaty.
Woodrow Wilson created the League of Nations, I think.
From the What Id like to Know portion I had questions such as:
How and Why did people put up with Hitler?
Why did people think the Holocaust was okay?
Who is Benito Mussolini?
What was the reason why Hitler killed so many people?
What is the difference between capitalism, fascism, communism?
Would like to know more about the Soviet Union and what Japan did in the war.
Would like to know more about Benito Mussolini, Joseph Stalin, fascism,
totalitarianism, Mein Kampf, anti-Semitic, appeasement, National Socialist
Germany Workers Party.
What major events led up to WWII?
What is the National Socialist Workers Party? What did they do?
What is the number of people that died during this war?
What is Mein Kampf?
Who was Joseph Stalin?
What is fascism?
Who else was involved in WWII?
Why did WWII happen?
What did Hitler believe?
How did America attack Germany?
Would like to know more about Benito Mussolini and Stalins roles.
Better understanding of fascism, anti-Semitics, appeasement, National Socialist
German Workers Party.
Who is Joseph Stalin?
What is fascism?
What is appeasement?
Who was part of the National Socialist German Workers Party?
How long was Hitler in power before he started doing the Holocaust and stuff?
What kind of government did Germany have before Hitlers dictatorship?
What is appeasement?
What is totalitarianism?
What did the Mein Kampf say?
Why did Adolf Hitler kill Jews?
What fascism and totalitarianism and anti-Semitic mean.
Who is Benito Mussolini?
Who is Joseph Stalin?
What is National Socialist German Workers Party?
This pre-assessment will help me alter my lesson to help remind some students of what
they have learned in previous lessons: the Versailles Treaty and the League of Nations. It
also gives me the opportunity to discuss the situation in Germany after WWI, why people
might have supported Hitler and also why Hitler had a hatred for people who were Jewish
or not normal. For the most part, the results from the pre-assessment has given me the
freedom to teach how I would like teach. We have a few kids that know a lot yet there are
a lot that need either a quick refresher and or some insight into this topic. It also gives me
the freedom to introduce some information that they did not know anything about:
Mussolini, fascism, Stalin, appeasement, totalitarianism, National Socialist German
Workers Party, and more.
Post-Assessment: APPENDIX: Include a blank copy of the lesson post-assessment you

will use to measure students level of understanding toward the learning objectives after
teaching the lesson.
Is your post-assessment included at the end of this lesson plan?
APPENDIX: Include a copy of a Key/Product (completed by you, the teacher) which

provides a model of the desired outcome.
Is your key included at the end of this lesson plan?

The key itself will contain a variety of responses, as it is based off of their prior
knowledge, what they will find interesting, and then what they have learned as well.
TECHNOLOGY
Describe the instructional and/or assistive technology that you plan to incorporate into
the lesson to enhance instruction and student learning.
I, as the instructor, will be using my computer to design a powerpoint presentation to

guide us through the notes and information. The students will be using their own
computers to take notes, begin designing a kahoot, and finish their KWL charts if they
created them on their computer prior to this lesson. We will also be using the projector
and the smartboard to project the audience.
ACCOMMODATIONS
Describe the accommodations/differentiation/modifications you will use to meet the
needs of all learners and accommodate differences in students learning, culture,
language, etc. * Be sure that these accommodations are based on what you
identified/described in your contextual information (Task II).
During this lesson, I will be attempting to answer the questions that they asked during
their KWL charts. These students are rather intelligent and pick up on information quickly
and easily. There is a student who spent some time over in Germany, and knows quite a
bit of information on the rise of Hitler and the beginnings of World War II.
We will be making our own class kahoot to review at the end of unit. These kids are
competitive and enjoy playing games--one of their favorites is playing kahoot to review.
MANAGEMENT
Identify the management and motivational strategies you will use to meet student
behavioral/developmental needs in order to keep students on task and actively engaged
throughout the lesson.
During the lesson, I will be moving around the room as I present the lesson or standing
near the back of the room to monitor the note taking process. Most kids take notes on
their computers, so if Im able to stay towards the back of the room, I can see their
computer screens and make sure they are on task.
LESSON IMPLEMENTATION
I Do
(Teacher introduces lesson and models expected outcome of learning objectives)
Describe how you will activate student interest and present the learning objective in an
engaging way (this is your lesson opening).
Yesterday, we watched a film covering an overview of WWII. Today, were going to take
it one step back and take it back a little bit further--back to the end of WWI. The end of
WWI is where the tensions for WWII perhaps began. From this, we will move on into the
notes.
Describe how you will communicate (to students) how the objective is relevant to their
lives.
Students should note that the beginnings of the Holocaust and World War II in general
was started basically because someone needed to place some blame on another person.
During this time period, Hitler had chosen the Jews to deem as the scapegoats. He wrote
about it in his book Mein Kampf, and then chose to execute his plan. Today, we still have
others that would like to place the blame on others for running a country into the ground.
Describe what instructional strategies you will use to model/explain/demonstrate the

knowledge and skills required of the objective. (cite theories/theorists)
To introduce this material, I will be using powerpoint as our guide through the notes. We
will discuss key characters of the rise of dictatorships and fascism: Adolf Hitler, Benito
Mussolini, etc. We will also be discussing the reasons why Hitler wanted to place the
blame on the Jews, and how people chose to support someone like Hitler. During this
lesson, I will be using Vygotskys theory of scaffolding to formulate ideas of Abolitionist
movement. We will begin thinking about why people would support Hitler.
Describe how you will check for students understanding before moving on to guided
practice.
Towards the end of the presentation, I will ask students to begin formulating their own
questions for their kahoot they will be creating in their rows. I will also follow up with any
remaining questions the students may have.
We Do
(Teacher engages students in guided practice)
Describe the learning activities you will use to provide students multiple opportunities to
practice the skills and content needed to meet the learning objective(s).
After we are done taking notes, students will collaborate with their rows/groups to come
up with a question based off of their notes. The class will vote on which question is the
best and then it will be added to their class kahoot.
Describe how you will check for students understanding before moving on to
independent practice.
After the students have finished collaborating with their rows/groups to come up with
questions for their kahoot, we will go over each questions and vote on which one is the
best and then add it to the final kahoot.
You Do
(Students engage in independent practice)
Describe what the students will do to independently practice the knowledge and skills
required by the lesson objectives? (this is the post-assessment)
Students will also complete their KWL chart, by filling it in with important facts that they
learned, understanding that they are entering in the information that they previously didnt
know and now do know.
APPENDIX: Include a blank copy of your post-assessment.

Is your BLANK COPY of the post-assessment included at the end of this lesson plan?
Lesson Closing
Describe how you will reemphasize the lesson objective and any skills/content that were
taught in an interactive manner (whole/small group, etc.).
Today we discussed the tensions between nations after WWI which paved the way for
WWII, whether they wanted it to or not. We also covered the reasons for the rise of
dictatorships, other types of governments during this time period, and Hitlers own rise to
power.
ANALYZE
(This portion may only be done after the post assessment is collected/scored.)
Describe the results of the Post-Assessment and be sure to address the following:
Students progress from pre-to-post assessment. (if applicable)
Factors that may have influenced the post assessment results.
How the results of the post assessment highlight what areas of the lesson will
require re-teaching (if any).
If applicable, insert a table/chart/graph (below) that shows the post-assessment data
results. If you used the same document for both the pre and post assessments, it is
strongly encouraged that you show the comparison.
Description: From their What I Learned section:

Students now know according to their KWL chart column: What Ive Learned:
Ive learned that the Versailles Treaty marked the end of WWI but put restrictions
on Germany. They took away land that Germany had gained and had given it back
to the countries that they had originally take it from. Any colonies that they had
overseas were stripped away from Germany. They also had demilitarized zones
where there was no military allowed. The last part of the Treaty was that they had
to pay any countries back for the destructions that they caused them.
The league of nations was created in order to promotes international operation
and to achieve international peace and security.
Adolf Hitler was the Leader of the Nazi Party that originally served as a corporal
and actually failed art school. He was also the leader of the national socialist
German Workers Party.
The Germans Work Party approved the aggression to make sure that the safety
and security of the state was ok.
-The Treaty of Versailles ended World War 1.
-Germany had punishments for causing the war.
-Hitler served in WW1, and failed at art school.
-Hitler was the leader of the National Socialist German Workers Party.
-Hitler wrote a famous book, called Mein Kampf.
-Hitler went to Prison for trying to overthrow the government, which is called a
Coup d etat.
-War guilt means that Germany is held responsible for the war.
-The League of Nations was one of President Wilsons 14 points.
-The Nazis promoted a view of Germany as surrounded by enemies and
threatened on all sides.
-Germany had to pay for any damages or destruction they had caused during the
war.
I learned that the league of nations was part of Wilson's plan to make the world
safe for democracy. I also was reminded that Hitler was part of the Nazi party; he
wrote a book in prison about his 4 political points. He was thrown in prison
because he was trying to overthrow the government, but he got caught and was
sent to jail.
Ive learned more about Hitlers book.
Hitler went to prison because he attempted a coup dtat.
Hitler wrote a book called Mein Kampf.
Hitler was the leader of the National Socialist German Workers Party.
Italy, Japan, and Germany turned towards total literalism.
World War I left behind bitterness, anger, frustrations, and despair.
Hitler wrote Mein Kampf while in prison.
There was a Demilitarized Zone west of the Rhineland.
Totalitarianism means on person or group of people has total control over all
aspects of the people's lives.
Hitler failed art school.
The National Socialist German Worker's Party was another name for the Nazis.
Treaty of Versailles was the end of WWI
League of Nations was one of Wilsons 14 points
League of Nations was a plan to create a safe democracy
National Socialist German Workers party is also called the Nazi party
Adolf Hitler is the leader of the Nazi party
Fascism is the political philosophy that the nation is above civil rights
Hitler wrote a book called Mein Kampf
Hitler went to jail for coup detat
Hitler was a Nazi leader
Germany was in a bad economic state
Hitler was thrown in jail for trying to overthrow government
Details about the Nazi , league of Nations, how is Adolf Hitler and fascism
Hitler was sent to jail for trying to do a coup dtat.
Hitler was leader of Nazis.
Hitlers book transfers to my struggles
Lebensraum translates to living space
The League of Nations was a part of Hitlers 14 points.
Treaty of Versailles was the end of WWI
Hitler served in the German army during WWI
That Adolf Hitler is the leader of Nazi Party, Mein Kampf is a book Hitler wrote in
prison, Germany had to pay for all the damages done in war, and that Hitler went
to jail because he tried to overthrow the German government.
Hitler tried to overthrow the government and failed before he actually became the
leader.
The technical name for the Nazi's was "National Socialist German Workers Party"
Hitler wrote a book while he was in jail that outlined his 4 main political ideas.
I learned that the Versailles treaty took a lot of things away from Germany. I
learned what Hitler's group was called and what it stood for. I learned that Hitler
wrote a book called Mein Kampf which means "my struggle." I also learned the
difference between fascism and totalitarianism.
The Treaty of Versailles ended WWI.
Hitler was the leader of the Nazis.
League of Nations was made to promote international cooperation.
Hitler was the leader of the national socialist German Workers Party.
Allies kept military in placed for 15 years to keep an eye on Germany.
Hitler wrote a book called Mein Kampf.
Hitler was incarcerated.
Hitler tried to overthrow the government, and failed. He went to prison and wrote a
book Mein Kampf.
National Socialist German Workers Party = Nazis
The Nazis promoted a view of Germany as surrounded by enemies and
threatened on all sides
Lebensraum means living space
In Hitlers book Mein Kampf he wrote about his four political policies.
Fascism is a political philosophy - the nation is more important than the
individual.
What areas Germany was forced to give away.
The treaty of Versailles was supposed to establish lasting peace
The treaty also came with punishments for Germany
League of Nations
Created in one of Wilsons 14 points
It was Wilsons plan to make the world safe for democracy
Adolf Hitler
Served in German army during WWI
After war, went to become an art student but flunked out
Took an interest in National Socialist German Workers Party after flunking out
He was sent to prison in 1923 for failing in a coup d etat
He wrote the Mein Kampf which translated to My Struggle
In this book, he laid out his political philosophy
Nazis thought they were surrounded by enemies and threats on all sides
From this section, I could tell that the students were in tune with what I had presented to
Teacher Candidate
them during this lesson. Lisa Keizer
Name:
Grade Level: 10th Grade World History/11th Grade US History/Civics
Subject: Reading and Deciphering World War II Propaganda Posters
Date:
REFLECT
List and describe two things you feel you did well to plan, implement, or assess
instruction (successes).
Two things that I feel like I did well to plan was the overall lesson. I covered what I
wanted to cover with these kids and simplified it to what I believe they knew. I had a lot
planned for the class to do, so much so that we were unable to get through everything. I
believe that I do well in preparing for the lesson, it is just the doing part of the lesson
that I really struggle withperhaps because of the nerves and newness with this class.
List and describe two things you feel were challenges during the planning,
implementation and/or assessment of the lesson.
Two things that I felt were challenging for this lesson was getting the students involved in
the lesson. I was very direct with my notes and didnt give much for interacting. For me,
that is something that I will have to work on as a whole. In sort of conjunction with that,
giving more time for students to respond. Just waiting for them to respondgive a longer
wait time.
List and describe two ideas for redesign you would make if you were to teach this lesson
again.
If I were to do this lesson over again, I would move around the room more than what I
did. I think I had the nerves built up inside of me which prevented me from moving like I
had planned to do.
If I were to redo this lesson, I would be more engaging. It was a pretty direct with my
lesson today, and there was not a lot of interaction. Again, this might have been my
nerves kicking in.
Millicent Atkins School of Education: Common Lesson Plan Template

PLANNING
K-12.H.3 Students will analyze and evaluate historical events from multiple perspectives
9-12.H.3.2 Interpret and critique historical propaganda sources based on their maker,
date, place of origin, intended audience, and purpose
9-12.H.5.3 Identify historical evidence that draws information directly and substantively
from multiple sources to detect inconsistencies in evidence in order to revise or
strengthen claims
K-12.H.2 Students will analyze and evaluate the impact of people, events, ideas and
symbols upon history using multiple sources
List the Learning Objective(s) to be addressed in this lesson. Use the following format:
Students will be able to
Students will be able to understand the use of propaganda during World War II and a
time of war especially.
Students will be able to recognize and identify various propaganda techniques such as
bandwagon, testimonial, plains folk, transfer, emotional (fear), logical fallacies, glittering
generalities, and name calling.
Students will be able to analyze World War II propaganda posters to gather a deeper
understanding of the impact of war through them.
Prior to this lesson, students will have had a unit covering World War II and the impacts
that were happening at home, such as conservation and women working in factories to
produce materials while the men were overseas fighting, war bonds, and other various
other conditions that were happening at home, so that they have the background
knowledge to help them decipher the meaning behind the posters about to be exposed
to them.
Propaganda has and continues to influence peoples opinions then and today. Back
during World War II, the propaganda focused on the war itself and having people do
their duty; fight the enemy; everyone does what they need to do. Nowadays, when I
think of propaganda I think of the Big Tobacco propaganda where it influences us to
either quit smoking or do not smoke at all. There are various mediums that people use
for their propaganda as well, it is not just posters as we are observing, but rather films,
television advertisements, it is around us influencing our opinions whether we know it or
not.
This lesson is designed to help students recognize various propaganda techniques so

that they can recognize propaganda as they are flipping through a magazine or
watching televisionnot all propaganda is true; it is only designed to influence you a
certain way.
For this lesson, I will be using a Smartboard or a projector to display a Powerpoint

presentation over Reading and Deciphering World War II Propaganda Posters. Within
this presentation, we will cover various propaganda techniques, their meanings, and
give a few examples of each. I will hand out a worksheet for them to fill out during the
presentationthey will need to complete whatever is missing, or have them write down
examples that will help them remember this technique type. After I feel as though
students have a basic understanding of propaganda techniques, I show them 3 different
propaganda posters and walk them through how to read these posters.
We will follow these questions while reading the posters:
1. Who/What are the major figures that you see?

2. What do you see?/What is happening?
3. What side do you think this is from?
4. What message do you think they are trying to convey through this poster?
5. Is the message subtle or overt?
6. What technique(s) do you see being used?
7. Do you think this piece is effective? Why or Why not?
After the powerpoint, I will pass out printed propaganda posters and divide the class into
groups, together they will ask those same seven questions and come up with a
consensus of what they poster is about. I will then encourage them to share their ideas,
and have the other groups contributeespecially with the message, types of
techniques, and is the piece effective or not. Reminding students that there can be
multiple interpretations of the poster as propaganda is meant to stir some type of
emotion within yourself and because of different lifestyles and viewpoints can mean
something different to everyone.
From there, students will go on the internet and pick their own World War II propaganda,
encouraging them to stray away from the ones we have already observed together.
They will then go onto the class blog and post their answers of those seven questions.
At this age, students are in Piagets Formal Operational Stage. They are able to think
abstractly and come up with what people during World War II may have been feeling
based off of the propaganda postersthough they were not there. They are able to
come up with a hypothesis on what each poster may be about or conveying and then
test their ideas out based off of background knowledge of World War II.
During this lesson, I will be using Vygotskys theory of scaffolding. Through various
worksheets, and the powerpoint we will be walking through what is necessary to be
known, such as propaganda techniques and also knowing the background on World
War II. The presentation itself has those seven questions above to help them think
about the poster and tie it together to come up with an understanding of what the poster
could be trying to convey. Once we have walked through a few posters together, I will
have them decipher posters in groups, providing if needed some assistance with the
zone of proximal development. Once I feel that they have a grasp on it, they can
continue to decipher posters and post their analysis on the class blog.
during your lesson.
Propaganda
Bandwagon
Testimonial
Plains folk
Transfer
Fear
Logical Fallacies
Glittering Generalities
Name Calling
Powerpoint
Propaganda Posters (printed and included in Powerpoint)
Internet access
Laptops for each student
Worksheets with Propaganda techniques listed on them
Pens or Pencils
ASSESSMENT
Pre-Assessment: Describe the instrument or process you will use to measure
students level of understanding toward the learning objective(s) prior to teaching the
lesson.
I will be using a short vocabulary quiz for the types of propaganda techniques. The
students will have to match the term to the meaning. This will assist me on which
techniques students may need more practice with or more examples to help connect
them to that technique.

I plan on having students take this pre-assessment a few days prior to our actual
lesson on propaganda techniques and how to read propaganda posters. Possibly on
the day that we come across the term in our book, we will vaguely talk about it and
then I will hand it out thenif all falls according to plan.
applicable)

Describe how the results of the pre-assessment (what the students have
demonstrated they know) will be used to design the lesson objectives, instruction, and
post-assessment.
The results from the propaganda pre-assessment will help me gauge where students
are as far as knowing about each propaganda technique. Based on which ones were
commonly missed, I will spend more time focusing on how to explain and give more
examples for students to make a better connection on which one it actually is.
Students at this age may have heard about propaganda, but may need a refresher on
the various types or given a deeper connection for them to completely register it in
their minds.
Post-Assessment: APPENDIX: Include a blank copy of the lesson post-assessment

you will use to measure students level of understanding toward the learning
objectives after teaching the lesson.

TECHNOLOGY
I will use the Smartboard or projector to give a presentation on how to Read and
Decipher World War II propaganda posters and propaganda techniques. Students will
have a propaganda techniques worksheet that have the definitions with the term;
however, students will have to listen for examples of each technique or come up with
an example for each one. After the presentation and small group analysis, students
will need to use their laptops and internet access to look up other World War II
propaganda and give their own personal analysis on the class blog.
ACCOMMODATIONS
identified/described in your contextual information (Task I).
Information for notetaking will be projected on the board for those who may be
hearing impaired or are visual learners. The students will also complete a worksheet
for filling in examples of each type of propaganda techniques. (Examples will be
provided, so if students get stuck, they can use the ones that I provide.)
I will give assistance with guiding students to find other World War II propaganda
posters onlineas there are some fake ones that other people have made but are not
from that time period. I will also give assistance during their individual and group
analysis to help further navigate them through that they need to focus on/give
background information.
MANAGEMENT
behavioral/developmental needs in order to keep students on task and actively
engaged throughout the lesson.
During this lesson, I will be using scaffolding to guide students through reading,
deciphering, and analyzing propaganda posters. We will begin the lesson by
identifying propaganda, and its techniques used. To keep students engaged, they will
be given a worksheet with the definitions of the terms on thembut will be asked to
provide an examplewe will brainstorm propaganda examples together and then
students will chose an example that was most relevant/helpful to them.
From there, we will be picking apart the poster together by going through those seven
questions:
a. Who/What are the major figures that you see?
b. What do you see?/What is happening?
c. What side do you think this is from?
d. What message do you think they are trying to convey through this poster?
e. Is the message subtle or overt?
f. What technique(s) do you see being used?
g. Do you think this piece is effective? Why or Why not?
These questions and brainstorming will help students pay attention to the notes and
help them better understand the propaganda poster. The more they pay attention and
take note, the easier the individual practice will be.
I will also provide the questions on the board during their individual practice to ensure
that none are skipped over.
I Do
(Teacher introduces lesson and models expected outcome of learning
objectives)
Describe how you will activate student interest and present the learning objective in
an engaging way (this is your lesson opening).
I will begin the lesson by welcoming the students to class and then asking them what
they think propaganda is. (They are welcome to provide examples if they cannot think
of a definition off of the top of their head.) From there, we will continue into the
powerpoint covering what propaganda is and providing examples from there to help
them better formulate what propaganda is.
From there we will discuss types of propaganda techniques, by going over their
meanings and having students give examples, if they can think of any, of each
technique.
From there, we will walk through 3 different World War II propaganda posters and
come up with, as a class, their meanings by covering the seven questions:
d. What message do you think they are trying to convey through this
poster?
lives.
At the beginning when we are discussing what propaganda is and its actual meaning,
I will provide modern day propaganda that I have found, to show that propaganda is
still all around us and is still used widely today.
It will also be helpful for students to come up with their own examples as it helps
further connect the meaning to them.

To introduce the material, I will use powerpoint as a guide, but ultimately in this lesson
a lot of discussion will be taking place. I want the students to be able to see how I
walk through reading and deciphering propaganda for them to use for the following
assignments but for also modern day use.
During this lesson, I will be using Vygotskys theory of scaffolding. Through various
worksheets, and the powerpoint we will be walking through what is necessary to be
known, such as propaganda techniques and also knowing the background on World
War II. The presentation itself has those seven questions above to help them think
about the poster and tie it together to come up with an understanding of what the
poster could be trying to convey. Once we have walked through a few posters
together, I will have them decipher posters in groups, providing if needed some
assistance with the zone of proximal development. Once I feel that they have a grasp
on it, they can continue to decipher posters and post their analysis on the class blog.
This lesson also uses many multiple intelligences: There will be some gain from those
who are visual learners, as we will be reading and looking at multiple propaganda
postersthey will also be provided as examples. Interpersonal intelligence will be
used as we break into groups to discuss propaganda posters and also as we walk
through the 3 propaganda posters in the powerpoint as well. Intrapersonal intelligence
will be used through the class blog assignment as they will be thinking about what
they think about the propaganda poster that they have chosen to draw an analysis
from.
practice.
My main focus of student understanding is the propaganda techniques and
recognizing them: by allowing students to give their own examples that they have
thought of, I will be able to see which ones they are still struggling with and help them
better understand the meanings behind them.
Before breaking into small groups, we will be walking through 3 posters as a class. If I
feel the class still needs practice with the questions before breaking into a small
group, I will look up a couple extra posters to analyzethese may or may not be
World War II posters.
We Do
Describe the learning activities you will use to provide students multiple opportunities
to practice the skills and content needed to meet the learning objective(s).
Students will break into small groups to analyze a propaganda poster that I have
provided for them: they will go through the following questions together and gain
multiple understandings of the poster:

d. What message do you think they are trying to convey through this
poster?
After I feel as through discussion is dying down, each group will be asked to show
their poster and give a brief analysis by walking through the questions as a group. (I
would like if each student in each group talked at least once in the presentation.)
We will have students present their group analysis to the rest of the class and have
other students also come up with their own analysis if they do not agreesort of like
a back and forth discussion between the presenters and the audience. If I feel as
though as a collective, students have struggled to come up with an answer on one,
we will focus on that as a class for a short period of time to gain a better
understanding of what is expected when answering that question.
You Do
After they have completed their group analysis, they will then break apart and go on
the internet to choose a World War II propaganda poster we have not yet discussed
and create their analysis on the class blog by answering the seven questions we
walked through in the guided practice:
h. Who/What are the major figures that you see?
i. What do you see?/What is happening?
j. What side do you think this is from?
k. What message do you think they are trying to convey through this
poster?
l. Is the message subtle or overt?
m. What technique(s) do you see being used?
n. Do you think this piece is effective? Why or Why not?
If this is not completed in class, students will have until class the next day to
complete. I will begin going through the blogs at that time and commenting on them,
providing feedback on what they may need to focus closer on.
That same day in class, I will give them a short quiz that covers reading and
deciphering 2 propaganda posters and then also providing examples of our
propaganda vocabulary (they will also need to support their answers.)

Is your BLANK COPY of the post-assessment included at the end of this lesson
plan?
Lesson Closing
Describe how you will reemphasize the lesson objective and any skills/content that
were taught in an interactive manner (whole/small group, etc.).
ANALYZE
Description:
REFLECT
I believe that I designed how to read the propaganda posters questions very well.
Each question leads right into the other and so without really realizing it, you are
gaining a great understanding of the lesson.
I also feel as though providing a worksheet with the definitions on them is a great idea
as it will help students relate back if they are struggling with a certain technique.
I feel as though it was challenging for me to decide how much time should be spent
on going over propaganda technique terminology. I also felt as though this may need
to be cut down a littlemaybe breaking this into two days instead of just one.
List and describe two ideas for redesign you would make if you were to teach this
lesson again.
If I were to teach this lesson again, I would include more World War II propaganda
posters to read and decipher as well as at the beginning providing more visual
examples of propaganda for students to start thinking about.
PREASSMENT QUIZ:
Match the meanings to the correct term.
____ 1. Everyone is doing it, and so should you. A. Emotional
Appeal
____ 2. Famous people or figures who appear trustworthy B. Glittering
Generalities
speak to the audience.
____ 3. Speaker attempts to convince the audience that they C. Testimonials
and their ideas are of the people.
____ 4. Appeals to the emotions of your audience. D. Bandwagon
____ 5. Speaker carries over the authority, sanction, and E. Plain folks
and prestige of something we respect and revere to
something they want the audience to accept.
____ 6. One draws a conclusion from one or more established F. Transfer
premises.
____ 7. A virtue is used to employed to stir up favorable G. Name Calling
emotions. Words are manipulated for propagandists
use.
____ 8. This approach ties a person or cause to a negative H. Logical Fallacies
image.
POST-ASSESSMENT QUIZ:
Please answer the questions to help decipher the meaning behind these propaganda
posters. Explain and defend how you got your answers.
B.
C.
D. Give an example of each of the following propaganda technique:

a. Bandwagon
b. Testimonial
c. Plains folk
d. Transfer
e. Emotional appeal
f. Logical fallacies
g. Glittering generalities
h. Name calling
Grade Level: 9th and 10th grade
Subject: World Geography
Date: Friday, March 10, 2017
PLANNING
K-12.G.5 Students will recognize and explain the role population and culture play in
creating diversity within the worlds places and regions.
9-12.G.6.2 Evaluate how different cultures identify and utilize natural resources.
List the Learning Objective(s) to be addressed in this lesson. Use the following
format: Students will be able to
Students will be able to identify various cultural aspects, such as music, art,
architecture, religion, languages, ethnic groups, and ways of life within southern
Europe.
Students will be able to see the differences between southern European culture and
American culture.
Students will be learning about different cultures, and how ways of life is different for
various types of people. It is good for students to gain a better understanding of other
peoples cultures and see how they vary from the American culture we are engulfed
in. Seeing different ways of life can create a better understanding of people and will
help students build a new type of respect for other people.
during your lesson.
Flamenco, city-states, renaissance, reformation, language family, romanticism,

realism, impressionism
I will be using my own powerpoint presentation to present the lecture information to

the students. The students will also be using their laptops or notebooks to take notes
during the period.
ASSESSMENT
lesson.
I plan on having these students make a KWL chart and having them fill in the first two
columns: What I Already Know, and What Id Like to Know. I created a template for
the students to use with a box containing some of the main points or terms that I
would like to go over during the lesson portion. I will ask them to let me know what
they already know about the countries that I have identified for them as southern
European countries.
I like to use assessments like KWL charts because the kids cant guess; it shows
exactly what they know off the top of their heads.

I gave chart to them a couple of days before we were going to go over the lessons
topics. I almost could have given this pre-assessment to them before I even started
this part of the unit. That actually might have been the best, as I could have had them
tell me what they know about European culture and how it might have related to how
they grew up. If I were to get another chance to re-teach this part of the unit, I would
do a pre-assessment overview of the broader culture side of Europe.
applicable)
post-assessment.
These were the results from the KWL charts I received from the What I Already
Know portion:
Italy: Roman Empire, Mussolini, Italian food
Portugal: Not much, big influence on Brazil
Spain: Very Catholic, Spanish Inquisition
Monaco: It sounds like Morocco, but aside from that, nothing
Sicily: Island, involved in Roman/Greek mythology
Vatican: Smallest recognized nation in the world, home of the Pope, built inside of
Rome
San Marino: Nothing
Greece: Alexander the Great, Greek mythology, currently in crippling national debt
Crete: Island, Greek/Roman mythology again
Cyprus: Island
Malta: The Maltese dog breed originated there.
I know that Southern Europe has Italy located in it and also has Rome inside
of it
The colosseum is located in Rome
Italy- Looks like a boot on the map
Portugal- Nothing
Spain- Nothing
Manaco- Nothing
Sicily- Nothing
Vatican City- Home of the Pope
San Marino- Inside Italy
Greece- Greek Gods
Crete- Nothing
Cyprus- Nothing
Malta- Nothing
Nothing except for some of the religion of Ancient Greece and Rome
The Dominate religion in Southern Europe is Christianity
Most of the climate is Mediterranean
They are mainly Catholic.
Very Mountainous.
Portugal main form of income is Shipping of goods.
The pope lives in Vatican City.
I dont really know much about the culture of Southern Europe.
We Havent learned much about southern Europes Cultural Geography, but
we have learned about their topography and regular geography of where they
are and what their industries are.
I know that this part of Europe is very Italian and very strict to their roots
I don't really know anything about them except for where they are located on a
map.
I know that Portugal and Spain are major exploring countries.
Vatican City is an independent state.
I know a lot about the landforms and shapes of land like the peninsulas, and
some of the capitals and locations on the map.
The Pope lives in Vatican City.
I know where these countries are located on a map.
Theres lots of different foods.
Every country has a different way of living.
There are many different cultures, traditions, and religions.
Athens is the capital of Greece.
The Pope has to do with Vatican City.
Spain is known for their bulls.
Vatican City is with the Pope.
Italy is located on the Italian peninsula.
San Marino and Vatican City are both independent from the countries they are
located in.
In Spain they speak Spanish.
Vatican City and San Marino are in Italy.
Sicily and Crete are islands in the Mediterranean Sea.
Spain and Portugal are located on the Iberian Peninsula.
Malta is a small island located off Italy.
Spain speaks Spanish.
Italy people are called Italians.
Spains religion is Roman Catholic.
Where Italy is located
Capital of Greece
These were the results from the KWL I received for the What I Want to Know
portion:
Was the colosseum built for the gods pleasure of fighting?
Italy- Its history
Portugal- Their explorations
Spain- Their explorations
Manaco- Anything about it
Sicily- Its history of government
Vatican City- History of the City
San Marino- Why its a country within a country
Greece- Its history
Crete- Anything about it
Cyprus- Anything about it
Malta- Anything about it
Id like to know whatever I need to know to gain more intelligence on these
countries such as: What they have for economies, population of each country,
what are main jobs, how many children in a normal household, food they eat,
places to visit, and form of transportation.
What type of religion are most of them?
I would like to know more about Greece and how they live. Im curious about
the climate as well
Languages
Forms of Income
Religion
Population
Landforms
I would like to find out what their culture is and how it is different from
Americas.
The basic information about each of these countries/cities cultural geography
What do they do in their spare time?
What type of music do they listen to?
Do they have different ceremonies/holidays than we do?
I would like to know what the landforms there are and what economy's they
have. And what products and exports they have.
I would like to know more about the geographical features of those countries.
I would like to know more about the origins of the countries.
I would like to learn about their religion and culture and how they live their
daily lives.
More about the culture, people and how their way of life is different from ours.
I would like to learn more about each country.
The population of these countries.
More about the Pope
Why these countries are so popular
Does the Pope own Vatican City?
Is Greece where the Greeks used to live?
Did Italy create all of the Italian food?
Id like to learn the cultures of southern Europe.
If I ever Southern Europe I would want to learn what type of social aspects
they do, because of their culture.
Each of their cultures
What religions they have
How or what language they speak
How they interact with others
What government they have
History of what theyve had
Italian culture and interests
Interesting facts about Cyprus
From this preassessment, I can tell that they are familiar with the location of these
countries, and are familiar with Vatican City mostly. They have some familiarity with
Greece; yet knowledge for all of these countries could be expanded upon. They have
also given me some assistance with how I should conduct my lesson. They seem to
want increased details about each country that I have listed. I will see what I can do
for them based on this information.



The key itself will contain a variety of responses, as it is based of off their own prior
TECHNOLOGY
I will be using my laptop for powerpoint lecture instruction. Students will be using their
own laptops to take notes; there are a few who will be taking handwritten notes. We
will also be using the smartboard or whiteboard for gathering a collective
understanding--this is where we will write what we have learned throughout the
lesson.
ACCOMMODATIONS
During this lesson, I will be attempting to answer the questions that they asked during
their KWL charts. These kids need a little more assistance with gaining information
and insight. They need a little more help catching on to information, so by showing
them helpful hints will help them learn things better.
MANAGEMENT
During the lesson, I will be moving around the room to keep the students focus,
monitor their progress on note taking, and also help my voice carry. Most kids take
notes on their computers, so if Im able to stay towards the back of the room, I can
see their computer screens and make sure they are on task. I also have a few
talkative kids in the room, so Ill be standing near them to make sure that they are not
talking out of turn.
I Do
objectives)
I will be doing a geography icebreaker for them. I will be showing them 5 cities from
southern Europe and see if any of these kids are able to identify some of these
places. It will also be giving them an insight on what the architecture looks like from
this region; it helps them see why they could be similar in their culture--especially
architecturally.
(Maltese Azure which crashed into the sea on the 8th will be placed in it. We could
talk about the significance behind these places as well.
lives.
Within this lesson, we will be learning about how these cultures differ from our own
American culture. I find it interesting to see how American culture differs from other
cultures. It is important to understand other country and peoples cultures, as they
learn to show respect.

I will be using some direct instruction to give notes, however, I will be including
effective questioning or rather activating prior knowledge. Students will also be using
a journaling method, where they write down any questions that they still have. This
will help me identify where they are missing some information and where I can help
clarify.
practice.
It seems as though these students are still a little shy, and arent active talkers with
me, yet. There are a few that will attempt to answer my questions, yet most are quiet.
I am thinking that if I can have a type of Q&A panel and have questions answered
anonymously then students might ask more.
We Do
We will also be using a 3, 2, 1 activity. They will write down 3 things they learned, 2
things they found interesting, and 1 question they still have about the material. We
could use these last questions as a source for our panel as well.
I might not have to answer some questions, we could turn it over to the class and see
if they could help clarify the questions as well.
I will check for students understanding by answering questions myself, or listening to

the students help answer the question for their own classmate.
You Do
Students will also complete their KWL chart, by filling it in with important facts that
they learned, understanding that they are entering in the information that they
previously didnt know and now do know.

plan?
Lesson Closing
Name one thing that you learned today in class. We could go around the room and
write down one thing that they learned.
ANALYZE
Students now know according to their KWL chart column: What Ive Learned: (This
is a pretty condensed version.)
I learned that the main religion of Portugal is Catholic.
I learned that Portugal is about the size of Kentucky but has about 10 million
people living in that region.
Portugal also produces half of the worlds cork.
That the Portuguese language was influenced by Arabic.
REFLECT
For my planning, I feel as though I did pretty well. I took what they wanted to know
into consideration and really laid things out for the students. I also believe that I did a
good job on going through the material that was understandable and relatable to them
as well.
A couple of challenges during the implementation was inserting questions into the
lesson. I was able to come up with questions while I was planning and had them laid
out so that they would flow smoothly; however, I myself got too carried away with
providing all of the information to the students that I forgot to give them the chance to
analyze the information in the forms of open ended and close ended questioning
multiple times.
Another challenge I faced during this lesson was to be a louder presence in the
classroom. I still have a small voice, and I have to continue to be a louder presence. I
have to constantly remember to be louder as sometimes it is hard to hear me. Once I
get that under my belt, I can work on fluctuating my voice.
lesson again.
Again for this lesson, I would attempt to be more engaging with the students. It was
better than my first lesson giving in front of this group of kids; however, it could have
been better. I did ask questions, and there were a few small responses. I could
continue to grow in my open ended questions. Again, another thing to continue to
keep in my mind is wait timeit seems a lot longer than what it actually is.
PRE AND POST ASSESSMENT TEMPLATE:
Topic: Cultural Geography of Southern Europe

Italy, Portugal, Spain, Monaco, Sicily, Vatican City, San Marino, Greece, Crete, Cyprus, Malta
What I Already Know What Id Like to What Ive Learned

Know
Grade Level: 9th and 10th grade
Date: Wednesday, March 22, 2017
PLANNING
K-12.G.3 Students will recognize the characteristics of the processes that shape
places and regions.
9-12.G.3.1 Analyze the cultural and physical processes that make places unique
9-12.G.5.1 Analyze the characteristics, distribution, and migration of human

populations
Students will be able to identify various cultural aspects, such as music, art,
architecture, religion, languages, ethnic groups, and ways of life within southern
Europe.
Students will be able to see the differences between southern European culture and
American culture.
Students will be learning about different cultures, and how ways of life is different for
various types of people. It is good for students to gain a better understanding of other
peoples cultures and see how they vary from the American culture we are engulfed
in. Seeing different ways of life can create a better understanding of people and will
help students build a new type of respect for other people.
during your lesson.
N/A
Within this lesson, I will be giving each student a packet that contains four different
countries that required the student to fill out the missing information: language,
population, foods, transportation, a little bit of history, and some cultural norms of that
country.
I will use a PowerPoint slide which will help guide them through their division into
groups and also what they should do: Collaborate with your group to figure out the
missing information. Each group member should agree and have the same
information on their packet sheet. After all the groups are done, we will divide into 6
other groups1 person from each of the original 4 groups will be moved into a new
group, so that each person in that new group has a representative from each of those
countries.
ASSESSMENT
lesson.
For their pre-assessment, I created a self-evaluation type entrance ticket or beginning

of the lesson ticket.

Although, the recommended timeframe is two days prior to this lesson, I did only give
it a day ahead of time.
applicable)

post-assessment.
Rate yourself according to the following statements: (1 being false, 3 being somewhat
true, 5 being true.)
I know a lot about Crete.

I know a lot about Vatican City.
I know a lot about San Marino.
I know a lot about Sicily.
Most of the students rated themselves between a 1 or 2 out of 5, meaning that they
did not know a lot about these four countries. This made it a pretty open range as to
what they should learn.



TECHNOLOGY
During this lesson, I will be using my laptop and projector to project the needed
instructions for this activity. The students will be using their laptops and also the
internet to complete their jigsaw packets.
ACCOMMODATIONS
I felt as though the jigsaw activity would be the best for these students as they enjoy
interacting with each other and working on group projects.
MANAGEMENT
I will be rotating around the room to make sure that the students are on task and are
all gathering the same information that their group mates are.
I Do
(Teacher introduces lesson and models expected outcome of learning objectives)
Describe how you will activate student interest and present the learning objective in an
engaging way (this is your lesson opening).
Yesterday, we discussed Italy; today, Im going to take a break from giving you the
information. Instead we will be dividing twice, the first time into 4 larger groups and each
group will be given a small country (Sicily, Vatican City, San Marino, and Crete) to become
the master teacher. You each will be placed into a new group to learn about the other
three small countries to be taught by your peers about those countries. (NO COPYING
ACTIVELY TEACH THESE)
lives.
Within this lesson, we will be learning about how these cultures differ from our own
American culture. I find it interesting to see how American culture differs from other
cultures. It is important to understand other country and peoples cultures, as they learn to
show respect.

During this lesson, we will be doing something I little differently, we will be doing a Jigsaw
activity. Within this activity, the students will be divided into 4 large groups and given an
island to research and get the information. They should work collaboratively as so that
they are all getting the same information. They will be the knowledge master on this
island. From there, once each group has the required information, they will divide this time
into 6 smaller groups (one from each island). Each person is to give the information from
their island to the other three in their groups and to teach them about their researched
island.
I will be there to help them, prior to this lesson, I will gather the information as well and
note where I got the informationas to help them if they get stuck while researching their
information.
practice.
I will be going around to make sure that each student in the larger group has the required
information before separating them into their smaller groups.
We Do
Describe the learning activities you will use to provide students multiple opportunities to
practice the skills and content needed to meet the learning objective(s).
Students will divide into smaller groups and teach the other members about their smaller
countries.
Describe how you will check for students understanding before moving on to independent
practice.
I will make sure that each student has all of their required information before moving on to
having them tell me the information that they learned from each other.
You Do
Students will turn in their packets for the four small countries to me after. It will be a
completion grade.

Is your BLANK COPY of the post-assessment included at the end of this lesson plan?
Lesson Closing
Describe how you will reemphasize the lesson objective and any skills/content that were
taught in an interactive manner (whole/small group, etc.).
Now you should have a collective knowledge about Sicily, Vatican City, San Marino, and
Crete.
ANALYZE
Again, at the end of this lesson, I asked them to come up with a self-evaluation
and group evaluation.
I asked them to rate themselves on how well they knew these countries now, or
if they could at least tell me something about these new countries.
They were also asked to rate their original groupmates in helpfulness and
cooperation from their groupmates.
This lesson was designed to be a completion grade, along with how their group
rated them.
REFLECT
I believe that this lesson overall went really well. It was engaging for the kids as they
had to figure out the answers without me just giving the information to them.
Another part that went really well was how well the students accepted this different
way of teaching them.
During my implementation of the lesson, it would have been more beneficial if I were
to hand out the packets before dividing the students up into groups. This way the
students arent sitting together waiting for the packet and wondering what country
they will be doing.
Another challenge that I met during my planning of the lesson was trying to divide the
students up into groups that I believed would work well together. (I did end up asking
my cooperating teacher for some guidance within that part of it.)
lesson again.
If I were to redesign this lesson, I would give the students specific websites to go to,
to find the information that they needed to dig up. This would help them out without
feeling as they did not know what exactly they should be writing down.
Another way that I would redesign this lesson would be to make it more efficient in
handing out packets. To assure that students arent focused on organizing their desks
and not hearing the directions.
Rate yourself according to the following statements: (1 being false, 3 being somewhat
true, 5 being true.)
1. I know a lot about Crete. 1 2 3 4 5

2. I know a lot about Vatican City. 1 2 3 4 5
3. I know a lot about San Marino. 1 2 3 4 5
4. I know a lot about Sicily. 1 2 3 4 5
Rate your groupmates according to helpfulness and cooperation. (1 being that they did
not cooperate or help out, 5 being that they were extremely cooperative and helpful.)
Groupmate #1 Name: ________________ 1 2 3 4 5
Groupmate #2 Name: ________________ 1 2 3 4 5
Groupmate #3 Name: ________________ 1 2 3 4 5
Groupmate #4 Name: ________________ 1 2 3 4 5
Groupmate #5 Name: ________________ 1 2 3 4 5

Grade Level: 7th Grade
Date: Thursday, April 5, 2017
PLANNING
7.G.5.1 Analyze basic components of culture, including how and why they differ
spatially.
7.G.3.3 Explain how the physical and human characteristics of places and regions are
connected to human identities and cultures.
Students will be able to explain similarities and differences between western cultural
aspects and North African cultural aspects: religion, holidays, and customs.
Often times we tend to think that those who live in other parts of the world are much
different from ourselves. Despite having different religions, holidays, and customs,
they are do have similarities between themselves that we might not see so clearly.
during your lesson.
Islam, Quran, Ramadan, Muhammad, Medina, 5 Pillars, Christianity, Bible, Lent,

Jesus, etc.

I will be using the powerpoint as a guide, but ultimately we will be using the old school
whiteboard to create a compare and contrast chart for the students to see.
ASSESSMENT
lesson.
I had the students answer an anonymous survey answering questions such as, What
do you know about religions in Northern Africa? Do you think there are a lot of
similarities between Western religion, holidays, or customs and Northern African
religion, holidays, or customs?

I gave them the survey two days prior to the actual lesson plan.
applicable)

post-assessment.
This pre-assessment will help me understand if students already have a basic
knowledge of the main western religion, Christianity. If they do not, I will have to go
into a little more depth as so they can see the similarities and differences between the
main Northern African religion, Islam. Also, a good portion of Northern African
holidays are based in a religious aspect, just are a good portion of Western holidays.
Customs are pretty self-explanatory, but itd be interesting to see how much they
know about other customs and why different people do the things they do.



The key itself will contain a variety of responses, as it is based off of their own prior
TECHNOLOGY
I, as the instructor, will be using my computer to design a power point presentation to

guide us through the notes and information. The students will be using their own
computers to take notes, and create a compare and contrast chart.
ACCOMMODATIONS
As for this group of seventh graders, they are a chatty bunch. They like to discuss in
groups to express their answers. Perhaps I will divide them into small groups and let
them brainstorm ideas with their peers.
MANAGEMENT
During the lesson, I will be moving around the room as I present the lesson to monitor
the note taking process. Most kids take notes on their computers, so if Im able to
move around the room, I can see their computer screens and make sure they are on
task.
I Do
objectives)
Yesterday, we began discussing some of the people who live in Northern Africa, and
noted some similarities and differences there. Today, we will further our knowledge
and look at some of their religions, holidays, and customs and also compare it to our
own.
lives.
Students should note that even though people live in other parts of the world that
might be much different than ours, the people who live there just might be more
similar to us than what we think.

For instructional strategies, I will be prompting them with questions on what they know
about our western religions, holidays, and customs. I will be providing them with the
Northern Africa side of it to give them a clearer glance, and then have them come up
with some ideas on how they could be similar before telling them. Let them explain to
me what or who something is, before giving them the other side of it and giving them
the similarities.
practice.
I will check for students understanding by allowing them to give me the similarities
before approving or disapproving.
We Do
Students will have opportunities for me to help them explain similarities, as well as
being able to brainstorm with their classmates on these similarities and differences.
I will check for students understanding by asking them to explain similarities and
differences between the two.
You Do
Students will be asked to describe how these similarities have influenced their way of
thinking about Northern Africans, as well as how differences might have influenced
their way of thinking.

plan?
Lesson Closing
We have looked at some similarities in religion, holidays, and customs between

western culture and Northern African culture. In some ways, we are not so different
after all.
ANALYZE
Students now know according to their KWL chart column: What Ive Learned:
In summary, the students learned about the similarities between the two: both
believe in 1 God, both groups of people pray to this god, have time for fasting.
REFLECT
Two things that I feel I did well to plan was the similarities between the two different
religions and differences between Western and Eastern culture. For the most part, I
had these all laid out for me to reference.
Another part I felt I did well was the pacing of my lesson presentation. I dont think
that I was going too fast or too slow, although Im sure there were times where I could
have either been faster or slower.
During this lesson, I met the challenge of students coming late to class and having to
divide the students up. Some of the students came in while I was writing on the board
and it took a while before I noticed them. For this challenge, I need to be more alert
and acknowledge them sooner.
Another challenge, I faced was being in front of the board and talking into the board.
lesson again.
If I were to redo this lesson, I would probably do this on a power point presentation
somehow instead of writing on the board. OR I would write the information down on
the board, and ask them, What is Lent? and wait for an answer of It is a practice of
40 days of fasting before Easter. I would then proceed with, In Islam, they also have
a time of fasting which is called Ramadan. From there I would explain what
Ramadan exactly is, and explain some differences.
Another thing I would redo is that I would have the groups preplanned. I would tell
them who was in what group and just have them gather into that group as they came
in.
What I Already Know about What I Want to Know What I Learned About
Christianity or Islam About Christianity or Christianity or Islam
Islam
ELED/SPED/SEED 496 Teacher Work Sample Scoring Rubric
Pre-Student Teaching Experience
Teacher Candidate
Name:_________________________________________________________________
Semester: Spring Fall Year 20____
Grade/Subject
Area______________________________________________________________________
Task I: Professional Goal Setting

Components Advanced/Excell Proficient/Compet Basic/Developi Below Basic/
ent ent ng Needs Work
4 3 2 1
Candidate identifies Candidate identifies one Candidates Candidate does
one well-planned goal goal and communicates identifies one goal not identify a
and effectively reasons/justifications for but does not well-planned goal
communicates why s/he chose the adequately provide nor provide a
reasons/justifications goal. reasons/justification reason for the
for why s/he chose the s for the selection of selection of the
goal. the goal. goal.
Candidate provides an
action plan for the
Candidate provides a achievement of the goal Candidate provides Candidate does
detailed action plan for and cites resources s/he an action plan for not provide an
the achievement of the will use to enhance goal the achievement of action plan for
Professional Goal goal and cites any achievement efforts. the goal but needs the achievement
specific resources s/he to work to develop a of the goal.
Setting and Reflection will use to enhance more specific list of
Candidate effectively
goal achievement resources to be
communicates any Candidate is not
efforts. used for
progress/growth made clearly able to
achievement of that
toward the goal in the reflect on his/her
goal.
Candidate is highly reflection. performance in
effective at the area of goal
communicating any Candidates setting/achievem
progress/growth made reflection on goal ent.
toward the goal in the achievement is
reflection. minimal and needs
development.
Task II: Contextual Information

4 3 2 1
Contextual Factors Candidate clearly Candidate identifies Candidate identifies Candidate does
identifies numerous several contextual very few contextual not identify the
contextual factors factors contextual factors which contextual
which may impact the factors which may prohibits his/her factors.
instructional strategies, impact the strategies, ability to fully
approaches, and approaches, and recognize any
assessments used to assessments used to impact those
support their students support their students factors would have
learning. learning. had on potential
strategies,
approaches, and
assessments used
to support their
students learning.
Task III: Instructional Design and Implementation
4 3 2 1
All lessons contains Most lessons contains Lessons contain Lessons contain
evidence of setting evidence of setting minimal evidence of no evidence of
measurable objectives measurable objectives setting measurable setting
that are clearly aligned that are aligned with objectives that are measurable
with specific state specific state and/or only somewhat objectives and
and/or national national standard(s). aligned with specific are not aligned
standard(s). state and/or with specific state
national and/or national
Lessons allow for
standard(s). standard(s).
Lessons allow for connections across the
numerous connections curriculum which serve
across the curriculum to build understanding, Lessons allow for Lessons allow for
Standards/Objectives which serve to build and encourage very few no apparent
understanding, and application to real world connections across connections
encourage application issues. the curriculum across the
to real world issues. which do not build curriculum;
understanding, nor students are not
encourage able to build an
application to real understanding or
world issues. apply to real
world issues.
Incorporates a well- Incorporates a pre- Incorporates a pre- Does not

aligned pre- assessment to measure assessment which incorporate
assessment to students prior partially measures evidence of a
measure students knowledge of the students prior pre-assessment
prior knowledge of the learning objective and knowledge of the to measure
learning objective and somewhat utilizes the learning objective students prior
purposefully utilizes results to inform but fails to knowledge of the
the results to inform planning/instruction for adequately utilize learning
planning/instruction for the lesson and post the results to inform objective.
Assessment the lesson and post assessment. planning/instruction Does not include
assessment. Includes copies of the for the lesson and copies of the Pre-
Includes copies of the Pre- and Post- post assessment. and Post-
Pre- and Post- Assessments used. Includes copies of Assessments
Assessments used. Includes a copy of a the Pre- and Post- used.
Includes a copy of a key/product to show Assessments used. Does not include
high quality desired outcome. Includes a copy of a a copy of a
key/product to show key/product to show key/product to
desired outcome. desired outcome. show desired
outcome.
Purposefully and Incorporates the use of Is still developing Does not
consistently available technology to the ability to incorporate the
incorporates the use of somewhat enhance incorporate the use use of available
available technology to instruction in ways that of available technology to
further enhance engage most of the technology to enhance
instruction in ways that students in the learning enhance instruction instruction nor
authentically engage experience. For cases in ways that engage provide an
Technology all students in the where technology is not the students in the explanation for
learning experience. utilized, candidate learning experience. why technology is
For cases where provides an explanation. For cases where not utilized.
technology is not technology is not
utilized, candidate utilized, candidate
provides a logical provides an
explanation. explanation.
Purposefully adjusts Adjusts instruction Attempts to adjust Does not adjust
instruction during during lesson planning instruction during instruction during
lesson planning and and implementation in lesson planning and lesson planning
implementation in order to meet some of implementation but and
order to significantly the identified needs of the differentiated implementation in
Differentiation, meet all of the individuals, small groups instruction, order to meet the
identified needs of or the class by including accommodations identified needs
Accommodations, and individuals, small general methods of and modifications of individuals,
Modifications groups or the class by differentiation, used do not fully small groups or
including specific accommodations and meet the identified the class. No
methods of modifications. needs of differentiation,
differentiation, individuals, small accommodations
accommodations and groups or the class. and modifications
modifications. present.
Numerous Management and Management and Management and
management/motivatio motivational strategies motivational motivational
nal strategies are are identified and strategies are not strategies to
clearly identified and rationale is provided for clearly identified enhance student
rationale provided for how these strategies and rational is engagement and
how these strategies enhance student lacking evidence of learning are not
Management serve to significantly engagement and how these identified.
enhance both student learning. strategies fully
engagement and serve to enhance
learning. student
engagement and/or
learning.
Lesson Purposefully activates Activates student Attempts to activate There are no
student interest by interest by including an student interest but clear attempts to
Implementation consistently including effective/engaging needs to work to activate student
(I Do/We Do/You Do)
a highly- introduction and closing. develop a more interest.
effective/engaging effective lesson Candidate does
introduction and opening and not include
Introduces and
closing. closing. evidence of an
reinforces the learning
effective opening
objective(s) so that
and/or closing.
Effectively introduces students are cognizant Needs to be more
and repeatedly of expected outcomes. purposeful about
reinforces the learning introducing and Learning
objective(s) so that reinforcing the objective is not
Presents all content in a
students are cognizant learning objective reinforced
sequential manner and
of expected outcomes. so that the students throughout the
provides opportunities
are cognizant of lesson.
for modeling and
expected outcomes. Content is not
Presents all content in practicing the skills and
presented in a
a sequential manner content needed to meet
sequential
and provides the learning objective(s). Content is not
manner and
numerous always presented in
candidate does
opportunities for a sequential
Checks for student not provide
modeling and manner and
understanding evidence of
practicing the skills candidate needs to
throughout most of the allowing
and content needed to provide more
lesson cycle and opportunities for
meet the learning opportunities for
provides evidence of re- modeling and
objective(s). modeling and
teaching/remediation practicing the
practicing the skills
where necessary. skills and content
and content needed
Consistently checks needed to meet
to meet the learning
for student the learning
Includes reasons for objective(s).
understanding objective(s).
why the instructional
throughout the entire
strategies and learning
lesson cycle and Checks for student
activities chosen for the Candidate does
provides detailed understanding
lessons are not check for
evidence of re- throughout most of
developmentally student
teaching/remediation the lesson cycle
appropriate (claims are understanding
where necessary. and provides little
somewhat supported by throughout the
evidence of re-
relevant theory/research lesson cycle and
teaching/remediatio
Includes numerous that is cited). there is no
n where necessary.
detailed reasons for evidence of re-
why the instructional teaching
strategies and learning Includes reasons for /remediation.
activities chosen for why the
the lessons are instructional
developmentally strategies and Does not
appropriate (claims are learning activities includes reasons
supported by relevant chosen for the for why the
theory/research that is lessons are instructional
clearly cited). developmentally strategies and
appropriate (claims learning activities
are not sufficiently chosen for the
supported by lessons are
relevant developmentally
theory/research nor appropriate
sufficiently cited). (claims are not at
all supported by
relevant
theory/research
nor sufficiently
cited).
Includes professional- Includes average-quality Includes poor- No quality
quality table/charts/graphs quality table/charts/grap
table/charts/graphs which show post table/charts/graphs hs which show
which clearly show assessment results (and which do not clearly post assessment
post assessment pre-post comparison if show post (and/or pre)
results (and pre-post applicable) assessment results results.
comparison if Provides a description of (or pre-post
applicable) the post assessment comparison if
Does not provide
Provides detailed results which somewhat applicable)
a description of
description of the post addresses most of the Provides a weak
the post
assessment results following items: description of the
assessment
which thoroughly students progress post assessment
results is weak
addresses all of the toward mastery of the results which does
and illogical and
following items : objectives from pre-to- not adequately
does not address
students progress post address the
all of the
toward mastery of the factors that may have following items:
following items:
objectives from pre-to- affected the post students progress
Analyzes post assessment results toward mastery of
factors that may have how the results of the the objectives from students
affected the post post assessment pre-to-post progress toward
assessment results highlight what areas of factors that may mastery of the
how the results of the the lesson will require have affected the objectives from
post assessment re-teaching (if any) post assessment pre-to-post
highlight what areas of results factors that may
the lesson will require how the results of have affected the
re-teaching (if any) the post post assessment
assessment results
highlight what areas how the results of
of the lesson will the post
require re-teaching assessment
(if any) highlight what
areas of the
lesson will
require re-
Identifies, describes, Identifies, describes, Identifies, Fails to
and explains more and explains two describes, and adequately
than two relevant successful teaching explains only one identify, describe,
successful teaching strategies and/or successful teaching or explain
Lesson Reflection: strategies and provides supporting strategy and/or successful
Successes provides detailed evidence for why they provides only teaching
supporting evidence were effective. minimal supporting strategies and
for why they were evidence for why it provides no
effective. was effective. supporting
evidence.
Identifies and Identifies and describes Identifies and Fails to
describes more than two challenges describes only one adequately
two challenges encountered throughout challenge identify, describe,
Lesson Reflection: encountered the lesson. encountered or explain
Challenges throughout lesson. throughout the challenges
lesson. encountered
throughout
lesson.
Identifies and Identifies and describes Identifies and Fails to identify
describes more than two ideas for describes one idea and describe an
two significant ideas redesigning the lesson for redesigning the idea for
Lesson Reflection: for redesigning the and provides details to lesson and provides redesigning the
Improvements lesson and provides support the redesign. very minimal details lesson and/or
full details to support to support the provides no
the redesign. redesign. details to support
the redesign.
Overall Professional Quality of Teacher Work Sample
4 3 2 1
Content Content Organization: Content Content
Organization: Organization: Organization:
All formatting
All formatting requirements followed: Most formatting Few formatting
requirements followed: (Cover page, requirements requirements
(Cover page, references/credits, font followed: were followed:
references/credits, and spacing, anonymity) (Cover page, (Cover page,
font and spacing, references/credits, references/credit
anonymity) font and spacing, s, font and
Paper is organized.
anonymity) spacing,
anonymity)
Paper is well
organized with clarity Paper is somewhat
of thought and organized but Paper requires
purpose. candidate needs to much better
continue to develop organization of
communicating content and
thought and candidate needs
purpose. to significantly
develop in the
area of
communicating
thought and
Writing Skills purpose.
Conventions: Conventions: Conventions: Conventions:
Writing has very few Writing has only Writing has frequent Writing has
errors in spelling, occasional errors in errors in spelling, numerous errors
grammar, punctuation, spelling, grammar, grammar, in spelling,
and/or sentence punctuation, and/or punctuation, and/or grammar,
structure. sentence structure, but sentence structure, punctuation,
does not significantly and this somewhat and/or sentence
detract from overall detracts from structure, errors
quality. overall quality. which
significantly
detract from
overall quality.
Overall Quality: Overall Quality: Overall Quality: Overall Quality:
Professionally written, Adequately written, Writing and quality Poorly written,

high-quality paper. average quality paper. of paper are in low-quality paper.
development but Resubmission
resubmission is not required.
required.

L Keizer - Student Teaching Tws

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L Keizer - Student Teaching Tws

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Northern State University

Student Teaching Experience

Candidate Name: Lisa Keizer

Candidate Phone Number: (605)956-1321

Candidate ID Number: 7179810

Subject/Content Area: Social Studies

Grade Level: 7th, 9th, 10th, 11th, & 12th

Date Submitted: May 1, 2017

I understand that obtaining, or attempting to obtain, a passing grade on a TWS by

Signature of Candidate Submitting the TWS: electronic submission)

D2L for ELED/SPED/SEED 496

Task I: Professional Goal Setting

NSU Conceptual Potential Category Description

Knowledge of the Developmental Needs Knowledge of the learner focuses on an

Knowledge of Understanding Subject Knowledge of Content implies a broad understanding

Knowledge of Planning Pedagogical Knowledge includes those principles and

1. Conceptual Framework Goal Statement, Action Plan, and Reflection:

1. Identify the Framework Category to which your goal aligns:

Respect and Concern for Students

d. Describe the action plan (steps/strategies and resources) required to accomplish

As for myself and gaining confidence, both my cooperating teacher and

e. Reflect on your progress/growth toward achieving this goal:

Task II: Contextual Information (see rubric for scoring details)

Resources: Use a variety of resources to gather contextual information including

Categories of Contextual Factors Description of the Contextual Factors

The majority of these classes are male dominated.

Community During this placement, I was in a rural school

District 89.77% of students have attended 94% or

School Junior High School:

The Senior High School:

Each class is predominantly white. The only

Looking again at the 11th grade class, there is 2

Task III: Instructional Design and Implementation

Millicent Atkins School of Education: Common

9-12.C.1.5 Explain the relationship between political ideologies and corresponding

Describe how the objective is relevant to students lives.

List the materials you will need to teach the lesson.

APPENDIX: Include a blank copy of the lesson pre-assessment. (if applicable)

Is your pre-assessment included at the end of this lesson plan?

Describe the timeline as to when you plan to administer the pre-assessment?

Insert an image of your table/chart/graph here.

Post-Assessment: APPENDIX: Include a blank copy of the lesson post-assessment you

Is your post-assessment included at the end of this lesson plan?

APPENDIX: Include a copy of a Key/Product (completed by you, the teacher) which

Is your key included at the end of this lesson plan?

I, as the instructor, will be using my computer to design a powerpoint presentation to

Describe what instructional strategies you will use to model/explain/demonstrate the

APPENDIX: Include a blank copy of your post-assessment.

Insert an image of your table/chart/graph here.

Description: From their What I Learned section:

Millicent Atkins School of Education: Common Lesson Plan Template

Describe how the objective is relevant to students lives.

This lesson is designed to help students recognize various propaganda techniques so

For this lesson, I will be using a Smartboard or a projector to display a Powerpoint

We will follow these questions while reading the posters:

1. Who/What are the major figures that you see?

List the materials you will need to teach the lesson.

APPENDIX: Include a blank copy of the lesson pre-assessment. (if applicable)

Is your pre-assessment included at the end of this lesson plan?

Describe the timeline as to when you plan to administer the pre-assessment?

Insert an image of your table/chart/graph here.

Post-Assessment: APPENDIX: Include a blank copy of the lesson post-assessment

Is your post-assessment included at the end of this lesson plan?