Josh Stringham Hanging Out! & Personal Hygiene 1/29/14-2...

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Teacher Work Sample

Josh Stringham

Hanging Out! & Personal Hygiene

1/29/14-2/14/14

10-12

Spanish

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Table of Contents Standard I- Contextual Factors 3-10 Standard II- Unit Plan 11-13 Standard III- Lesson Plans 14-25 Standard IV- Analysis of Student Learning 26-28 Standard V- Reflection and Self-Evaluation 29-31 Appendices Appendix A- References List 32 Appendix B- Pre/Post-Test, Formative Assessment Etc. 32-40 Appendix C- Student Assessment Examples 41-46

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Teacher Candidate Josh Stringham Subject: Spanish Grade:_10-12 _ Standard I: Classroom Contextual Factors (DM1)- Narrative-suggested length (2 pages-typed-double-space). You will need to use differientiation (modification/adaptations) in your lesson plans, instructional strategies, and assessments that are based on student contextual factors. To help you determine what types of accommodations are needed, identify the information below. 1. Demographics: Identify the gender, race, language proficiency, exceptionalities, and number of students. a. Students: Total #__31__ Males: __11__ Females:_20_ b. Ethnicity: White: __30__ Hispanic/Mexican: _____ African American:__1___ Asian: ______ Native American:_______ Other: ______ 3. Language Proficiency: Identify the number of English Language Learners and languages in your classroom. 0 4. Exceptionalities: Identify the number and type of exceptionalities in the class. One student has been referred for SPED and this student also has a Student Support Team plan. -There are no other exceptionalities in the class. 5. Social Economic Status (SES) -The school I am teaching at was not able to provide me with the students who are on free or reduced lunch but there were able to provide me with the number of students who qualify for free and reduced lunch. Of the 31 students 3 receive free lunch and 6 receive reduced lunch. 22 students do not receive financial assistance. 6. Academic Knowledge (If available): Describe the academic data results of the students thus far (grades, attendance, discipline factors, core tests. etc.). -Quarter 1 grades are as follows: 26 A’s, 3 B’s, 1 C, and 0 D’s or F’s. Quarter 2 grades are as follows: 21 A’s, 6 B’s, 2 C’s, 0 D’s and 1 F. 7. English Language Learners: Describe ways you can incorporate tools of language development and reading content into planning and instruction for these students. Example: ELED- SIOP/ WIDA; SCED-reading content. -There are no ELL in this class.

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8. Multicultural Perspectives: Identify ways you can use culturally responsive curricula and teaching that meets the needs of all students. -While teaching the Spanish language it is very common to teach about all of the different cultures differences that are found in Latin America and Spain. Also it is always important to teach students how the education system is different in these Spanish speaking counties. 9. Prior Knowledge: Elementary-Describe the criteria used to determine the reading and mathematics prior knowledge and give a percentage of the number of students in these different levels for reading and mathematics such as Below, Basic, or Advanced. Secondary- Review the prior knowledge needed of students to be successful in learning the content knowledge for the TWS unit and how you will implement content reading into your unit (Ex. Common Core Strategies, etc.). -Not a lot of prior knowledge is needed to be successful in this class because it is a Spanish I class. Because this is a first year class the students are provided all of the necessary knowledge to be successful. 10. Exceptionalities: Describe student exceptionalities that are identified in the class contextual factors. These exceptionalities can include; (a) development of physical, social, and emotional needs; (b) special education; (c) ethnicity; (d) gifted/talented; (e) ability differences, etc. Briefly describe ways to make modification/ differentiation for planning, instruction, and assessments. - One student (Student #1) has been referred for Special Education (SPED) and is pending evaluation, although he currently has a Student Support Team plan (SST). This are no other exceptionality factors to report. The following modifications and differentiations have been put into place for Student #1’s SST; his teachers are always in contact with his parents, he is always seated by someone who can help him, he is given extra time to complete assignments, his teacher actively engages him every lesson, and he is not allowed to leave class. 10. Identify sub-groups of students: Based on your contextual class factors- identify the sub-groups you will need to address in differentiation/modifications for your instruction, assessments, and analysis of student learning (e.g., gender, ELL, special education, ethnicity, gifted/talented, ability differences, or other contextual factors listed above, etc.) Subgroup data will be compared to each subgroup and the whole class. - The sub-groups that will need to be identified for data analysis are Student #1 who has been referred for SPED and currently has a SST. The SES cannot be analyzed because the students’ names where not given when determining what SES classes excited within

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the classroom. There are no other contextual factors that create sub-groups within the classroom. Analyzing results based on gender is possible.

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Demographics

In Mr. M’s Spanish I class at high school there are a total of 31 students. 10 of the

students are males and 21 are females.

Figure 1.1

There is one African American student in the Class. Thirty students are

Caucasian.

Figure 1.2

11 20 31 0

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10

15

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25

30

35

Male Females Total

Gender Distribution

Male

Females

Total

Caucasian, 30

African American, 1

Ethnicity Breakdown

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Exceptionalities

One student (Student #11) has been referred for Special Education (SPED) and is

pending evaluation, although he currently has a Student Support Team plan (SST). This

are no other exceptionality factors to report. The following modifications and

differentiations have been put into place for Student #11’s SST; his teachers are always in

contact with his parents, he is always seated by someone who can help him, he is given

extra time to complete assignments, his teacher actively engages him every lesson, and he

is not allowed to leave class.

Figure 1.3

No Exceptionality, 30

SST, 1

Exceptionality Data

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Social Economic Status (SES)

Of the 31 students that are in the class three receive free lunch, six receive

reduced lunch and twenty-two do not receive any discount for school lunch. This is the

only means I have available to determine students SES. I was able to obtain the number

of student who receive assistance for lunch but not their names. Therefore I will not be

able to compare test results data based on SES.

Figure 1.4

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20

25

No Assistance Reduced Free

Lunch Assistance

No Assistance

Reduced

Free

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Academic Knowledge

Of the 31 students currently enrolled in Mr. M’s high school class grades are

available for 30 of those students from the previous two quarters. Quarter 1 grades are as

follows: 26 A’s, 3 B’s, 1 C, and 0 D’s or F’s. Quarter 2 grades are as follows: 21 A’s, 6

B’s, 2 C’s, 0 D’s and 1 F.

Figure 1.5

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5

10

15

20

25

30

A's B's C's D's F's

Academic Knowledge

Quarter 1

Quarter 2

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Prior Knowledge

There is not a lot of prior knowledge needed by the students in order for them to

be successful in learning the content of this unit. The reason that not much prior

knowledge is needed is because this is a level one Spanish class and therefore all of the

material is new to the students. The previous knowledge of time structures in Spanish

will help the students to be more successful. Although time structures will be reviewed at

the beginning of the unit, time structures were taught earlier in the year and are important

to the unit being taught.

Student sub-groups

The sub-groups that will need to be identified for data analysis are Student #1

who has been referred for SPED and currently has a SST. The SES cannot be analyzed

because the students’ names where not given when determining what SES classes excited

within the classroom. There are no other contextual factors that create sub-groups within

the classroom. Analyzing results based on gender is possible.

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Dixie State University-Secondary Education UNIT Plan

Stage 1 – DESIRED RESULTS

Content Standards & Goals Washington County World Language Curriculum Unit 6 Interpersonal-

• I can ask and give details about what I do and where I go after school and on the weekends.

• I can give and find out information about when and where to go

• I can give and understand information about daily routines

Presentational-

• I can tell what I will do after school or on the weekend

• I can give details about my plans such as when, where, who, and what.

• I can tell when I complete daily routines

Interpretive-

• I can understand when other tell me about what they will do after school of on the weekend

• I can understand when other tell me or ask me about daily routines.

Transfer Students will be able to independently use their learning to…

• Explain plans for the weekend (what, where, when, who). • Ask someone where he or she likes to go on the weekends…. • Invite someone. • Ask when an event is. • Tell what you will be doing.

Meaning UNDERSTANDINGS Students will understand that…

• The irregular conjugation of the verb ir

• What a reflexive verb is • How to connect places,

events, time, transportation, etc.

ESSENTIAL QUESTIONS Students will keep considering…

• How can I use what I have learned to express what I want to say?

• When is it important to use reflexive verbs?

• How else can I use the verb ir to talk about immediate future?

Acquisition Students will know…

• Correct conjugations of the verb ir

• Correct usage & conjugation of reflexive verbs

• How to connect places, activities & transportation in speech

Students will be skilled at… • Talking about immediate

future plans • Speaking about daily

hygiene routines using reflexive verbs

• Connecting places, activities & transportation in speech & writing

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Stage 2 – EVIDENCE A. Pre/Post Assessments- Students will take a 35 question assessment to measure their ability to express

immediate future plans with the verb ir, connect places, activities & transportation, and discuss personal hygiene using reflexive verbs. They will be asked to identify unit vocabulary such as places, activities, transportation & reflexive verbs. They will also be asked to translate sentences, which will show their ability to conjugate the verb ir & reflexive verbs correctly as well as connect places, activities & transportation. They will be given this assessment before and after the 6 lessons to determine the effectiveness of my teaching.

B. Formative Assessments/Evidence- Students will complete a number of worksheet practice exercises along with a number of interpersonal speaking practice activities during the unit. The will also follow whiteboard discussions and participate in classroom review activities/games.

C. Summative Assessments/Evidence- The students will be taking the 35 question assessment

mentioned above. PERFORMANCE TASK(S): Students will show that they really understand by evidence of…

• Written summative assessment. • Speaking evaluation. • Listening evaluation.

PERFORMANCE TASK(S) CRITERIA: The performance task will be evaluated by…

• Teacher (Classroom & Interview feedback) • Student (self-evaluation) speaking evaluation rubric.

OTHER EVIDENCE: Students will show they have achieved Stage 1 goals by…

• Completing grammar worksheets & a summative assessment. • Formative assessments by teacher during collaborative speaking activities.

Stage 3 – LEARNING PLAN

Lesson 1- Students will be introduced to unit vocab of places, activities, & transportation also the verb ir and it’s conjugations and how it is used to describe immediate future. Students will complete a worksheet to practice this grammar concept. Lesson 2- Students will use the verb ir & unit vocab to describe their weekend plans. They will then present their plans to the class. Other students will practice their listening comprehension skills. Lesson 3- Students will be introduced to reflexive verbs and how to conjugate them. Students will complete a worksheet to practice this grammar concept. Lesson 4- Students will write about their daily routine using reflexive verbs. Students will then ask other students about their daily routines while responding to others questions. Lesson 5- Students will practice asking about others daily routines with reflexive verbs. Students will also practice answering questions about their daily routines using reflexive verbs and their correct conjugations. Lesson 6- Students will practice identifying unit vocab and practice conjugating sentences that require them to use their skills will the verb ir & reflexive verb.

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PRE-ASSESSMENT: Vocab matching & sentence translation test administered on paper.

• Connecting places, activities & transportation. • Conjugations & usage of the verb ir. • Conjugations & usage of reflexive verbs.

MAJOR LEARNING EVENTS: Student success at transfer, meaning, and acquisition depends upon…

• Learning grammar concepts & proper conjugations

• Learning and using vocab • Participation in speaking, listening

comprehension, & writing activities

PROGRESS MONITORING: • Informal summative listening assessment • Grammar principle worksheets • Interpersonal speaking & writing activities

Source: Wiggins, G, & McTighe, J. (2010). The Understanding by Design Guide to High-Quality Units. Alexandria, VA: ASCD.

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DIXIE STATE COLLEGE – DEPARTMENT OF EDUCATION LESSON PLAN 1d

Teacher Candidate __Josh Stringham_____________________________________ Grade Level ___10-11_____ Subject/Content:____Spanish_I___________Title _Ir_____

CONTEXTUAL FACTORS (e.g. ethnicity, gender, exceptionalities, ELL, GATE, etc.) which need differentiation in instruction and assessment. Student #11 has been referred for SPED, and also has a Student Support Team (SST).

WALK-AWAY (what do I want students to know, understand, and be able to do?) Content Walk-Away: -Students will be able to use the ir (to go) to describe where they are going and where they will be going in the future. -Students will learn and use vocab for common places to go and hang out. -Students will review and be introduced to new time structure vocab. Reading/Language Walk-Away: -Students will be able to read & pronounce new vocab. -Students will be able to read & pronounce the verb ir and its conjugations.

ASSESSMENT EVIDENCE (formative/summative checks for learning) (Match the Content Walk-Away)

Modifications/Accommodations (ELL, IEP, GATE, etc.)

Formative- Partners will share sentences telling each other where they will be going or what they will be doing this weekend. The teacher will listen for common errors & understanding to assess the students’ comprehension. Summative- Students will complete a worksheet which requires them to show their understanding of the content. -Exit Slip- Students will write 5 sentences stating what they will be doing or where they will be going this weekend using the verb ir and the new vocab they have learned. This will be required to leave class this day.

Ensure that Student #11 has a active, engaging partner. Also Student #11 will be to be given sufficient time to finish the summative assessments, and be given extra help and instruction when needed.

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ACTIVE LEARNING PLAN Modifications/

Accommodations (ELL, IEP, GATE, etc.)

Activate Prior Knowledge/Experiences Review time structures & places. Focus Lesson (“I do it”) -Introduce ir verb, conjugations, & translations. -Introduce new vocab for places, transportation, and time. -Give examples for students to model. Guided Instruction (“We do it”) -Guided help with translation worksheet. Collaborative/Cooperative (“You do it together”) -Students will speak with each other explaining where they will go this weekend using the ir verb + new vocab. -Students will complete on translation worksheet together. Independent (“You do it alone”) -Students will write 5 sentences using ir + new vocab to describe where they will go or what they will do this summer. Summarization/Closure -Review & resolve doubts and common misunderstanding

-Ensure the Student #11 follows guided instruction. -Ensure that Student #11 works with his partner. Provide additional guided instruction while class is working on worksheet. -Allow extra time & support for summative assignments.

NOTES TO TEACHER What do I need to remember to do? Slow down. Provide Student #1 with needed support. Materials to have ready? Student note packet. Vocab pictures. Approximate time needed for lesson? 80 minutes.

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DIXIE STATE COLLEGE – DEPARTMENT OF EDUCATION LESSON PLAN 2

Teacher Candidate __Josh Stringham_____________________________________ Grade Level _10-11__ Subject/Content:____Spanish_I_______Title Presen. writing w/ ir


WALK-AWAY (what do I want students to know, understand, and be able to do?) Content Walk-Away: -Students will be able to write details about their plans such as when, where, who, and what. -Students will be able to tell details about their plans such as when, where, who, and what. Reading/Language Walk-Away: -Students will be able to write proper sentences to describe their immediate future plans. -Students will be able to pronounce and speak about their immediate future plans.



Formative- Students will be writing their plans for the summer using the immediate future and unit vocab. While writing teacher will observe the students in the writing process and evaluate student understanding and common errors that need to be addressed. Students will also present their plans to the class and the teacher will listen for pronunciation accuracy and common errors. Summative- Students will be graded on completing the learning goals of the writing activity. Students will also be required to listen and write other students’ plans for the summer to assess their listening comprehension.


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ACTIVE LEARNING PLAN Modifications/ Accommodations (ELL, IEP, GATE, etc.)

Activate Prior Knowledge/Experiences Review usage of the verb ir to describe immediate future. Review unit vocab. Focus Lesson (“I do it”) -Introduce the writing activity. -Model an example of the writing and presentational activity. Guided Instruction (“We do it”) -Model thinking and writing using immediate future and unit vocab. Collaborative/Cooperative (“You do it together”) -Students will share their plans with a partner prior to presenting in front of the class. Independent (“You do it alone”) -Students will present their summer plans to the class. -Students will listen to other presentations and write their classmates summer plans. Summarization/Closure -Review and address students’ strengths and common errors that have occurred.

-Ensure the Student #11 follows guided instruction. -Ensure that Student #11 works with his partner. Provide additional guided instruction while class is working on worksheet. -Allow extra time & support for summative assignment. The goal is for student #1 to share his plans.

NOTES TO TEACHER What do I need to remember to do? Allow students plenty of time to complete writing activity. Provide Student #1 with needed support. Materials to have ready? Presentational writing worksheet with scenario. Approximate time needed for lesson? 80 minutes.

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Teacher Candidate __Josh Stringham_____________________________________ Grade Level 10-11__ Subject/Content:____Spanish I__________Title _Relexive Verbs_____


WALK-AWAY (what do I want students to know, understand, and be able to do?) Content Walk-Away: -Students will be able to use reflexive verbs to tell about personal hygiene. -Students will be able properly conjugate reflexive verbs. -Students will combine use of immediate future and reflexive verbs. Reading/Language Walk-Away: -Students will be able to read & pronounce reflexive verbs. -Students will be able to understand the meaning of reflexive verbs when heard.



Formative- Students will write sentences, using reflexive verbs, and share when they preform certain personal hygiene tasks during the day. The students will then share these sentences with partners as the teacher listens and observes looking for common errors & understanding. Summative- Students will complete a worksheet conjugate, translate, and use reflexive verbs. -Exit Slip- Students will write 5 sentences using reflexive verbs before they can leave class.


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ACTIVE LEARNING PLAN Modifications/

Accommodations (ELL, IEP, GATE, etc.)

Activate Prior Knowledge/Experiences Review time structure vocab that can be used to describe when they perform reflexive verb activities. Review llamarse & gustarse, reflexive verbs that the students have been using without knowing they are reflexive verbs. Focus Lesson (“I do it”) -Introduce the vocabulary of reflexive verbs. -Introduce how reflexive verbs are used and their conjugations. -Give examples for students to model. Guided Instruction (“We do it”) -Guided help with worksheet. -TPR activity using reflexive verbs. Collaborative/Cooperative (“You do it together”) -Students will share sentences that they write using reflexive verbs with each other. -Students will complete the reflexive verb worksheet together. Independent (“You do it alone”) -Students will write 5 sentences using reflexive verbs about when they will perform certain tasks. Summarization/Closure -Review & resolve doubts and common misunderstandings

-Ensure the Student #11 follows guided instruction. -Ensure that Student #11 works with his partner. Provide additional guided instruction while class is working on worksheet. -Allow extra time & support for summative assignments

NOTES TO TEACHER What do I need to remember to do? Slow down. Provide Student #11 with needed support. Materials to have ready? TPR activity Approximate time needed for lesson? 80

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Teacher Candidate __Josh Stringham_____________________________________ Grade Level _10-11_ Subject/Content:____Spanish_I_____Title _Presen writing reflexive


WALK-AWAY (what do I want students to know, understand, and be able to do?) Content Walk-Away: -Students will be able to ask & answer simple questions about daily routines. -Students will be able to write questions and answers about theirs and others daily routines. Reading/Language Walk-Away: -Students will be able to write proper sentences to describe their daily routines. -Students will be able to pronounce and speak about their daily routines.



Formative- Students will write their daily routines using reflexive verbs. While writing the teacher will observe for understanding, additional guided instruction, and common errors. Students will also present their daily routines to the class and the teacher will listen for pronunciation accuracy and common errors. Summative- Students will be graded on completing the learning goals of the writing activity. Students will also be required to listen to their classmates present and write down what they understand to assess their listening comprehension.


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Activate Prior Knowledge/Experiences Review times structures and reflexive verb conjugations and grammar rules with the class. Focus Lesson (“I do it”) -Introduce writing activity to students. -Model an example of the writing and presentational activity. Guided Instruction (“We do it”) -Model thinking and writing using reflexive verbs and time structures. Collaborative/Cooperative (“You do it together”) -Students will present their daily routines to a partner prior to presenting in front of the class. Independent (“You do it alone”) -Students will present their daily routines to the class. -Students will listen to other classmates’ presentations and write down their classmates daily routines. Summarization/Closure -Review and address students’ strengths and common errors that have occurred.

-Ensure the Student #11 follows guided instruction. -Ensure that Student #11 works with his partner. Provide additional guided instruction while class is working on worksheet. -Allow extra time & support for summative assignment. The goal is for student #11 to share his plans.

NOTES TO TEACHER What do I need to remember to do? Allow plenty of time to complete writing activity. Provide Student #11 with needed support Materials to have ready? Presentational writing worksheet with scenario. Approximate time needed for lesson? 80 minutes.

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Teacher Candidate __Josh Stringham_____________________________________ Grade Level 10-11 _ Subject/Content:____Spanish_I________Title _Info-Gap Relfexive


WALK-AWAY (what do I want students to know, understand, and be able to do?) Content Walk-Away: -Students will be able to ask & answer simple questions about when themselves and others complete daily routines using reflexive verbs. -Students will be able to understand when told when daily routines are complete. Reading/Language Walk-Away: -Students will be able to pronounce and speak about theirs and others daily routines.



Formative: While students are performing a Info-Gap activity answering and asking questions about daily routines using reflexive verbs the teacher will evaluate students understanding, pronunciation, and accuracy. Summative: Students will write their daily routine and the tell that routine to their partner. The partner will write down the routine of their partner and turn it in for evaluation.


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Activate Prior Knowledge/Experiences -Review time structure -Review reflexive verb conjugations. Focus Lesson (“I do it”) -Using time structures with reflexive verbs. -Using questions with reflexive verbs. Guided Instruction (“We do it”) -Model how the Info-Gap activity will take place. Collaborative/Cooperative (“You do it together”) -Students will perform Info-Gap activity practicing time structures and reflexive verbs. Independent (“You do it alone”) -Students will write their own daily schedule using reflexive verbs and tell their partner the schedule. Summarization/Closure -Review and resolve and doubts or questions that students have.

-Ensure the Student #11 follows guided instruction. -Ensure that Student #11 works with his partner. Provide additional guided instruction while class is working on worksheet. -Allow extra time & support for summative assignments

NOTES TO TEACHER What do I need to remember to do? Give students a good model of the activity. Materials to have ready? Info-Gap activity sheets. Approximate time needed for lesson? 80 minutes.

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Teacher Candidate __Josh Stringham_____________________________________ Grade Level _10-12___ Subject/Content:____Spanish I_________Title Unit 6B Review__


WALK-AWAY (what do I want students to know, understand, and be able to do?) Content Walk-Away: -Students will be able to talk/write about the immediate future using the verb ir -Students will be able to ask questions about the immediate future -Students will be able to connect places to activities & transportation -Students will be able to use reflexive verbs to describe personal hygiene and daily routines Reading/Language Walk-Away: -Students will be able to pronounce and read conjugations of the verb ir & reflexive verbs -Students will be able write conjugations of the verb ir & reflexive verbs



Formative: During review games & activities the teacher will evaluate the students understanding and progress with the unit grammar structures. Summative: Students will be able to turn in review worksheets and have them evaluated to assess their comprehension and understanding. The teacher will then give the student feedback and further instruction.

Ensure that Student #11 has a active, engaging partner. Also Student #11 will be to be given sufficient time to finish the summative assessments, and be given extra help and instruction when needed. -Pre-test subgroup will receive additional support from teacher during review.

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Activate Prior Knowledge/Experiences -Unit 6 content; immediate future with ir & reflexive verbs Focus Lesson (“I do it”) -Review the ir verb; conjugations, uses, grammar -Review reflexive verbs; conjugations, uses, grammar Guided Instruction (“We do it”) -Guided sentences writing for each grammar concept -Review worksheets Collaborative/Cooperative (“You do it together”) -Play matamoscas for unit vocab -Review worksheets Independent (“You do it alone”) -Students will review for test Summarization/Closure -Review with students how the test will be structured. -Remind the students what to study.

-Pretest subgroup will be divided into its own team during review and receive additional assistance from teacher. -Ensure the Student #11 follows guided instruction. -Ensure that Student #11 works with his partner. Provide additional guided instruction while class is working on worksheet. -Allow extra time & support for summative assignments

NOTES TO TEACHER What do I need to remember to do? Differentiate the review for those students who need the extra help. Materials to have ready? Review worksheets. Matamoscas sheet. Approximate time needed for lesson? 80+ minutes.

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Standard IV: Analysis of Student Learning

Throughout the Teacher Work Sample (TWS) Unit I was able to provide my

students with a variety of assessments. In addition to the pre and post-test that was given

I provided my students with a bell work at the beginning of each class period. The bell

work that was given to the class was based upon the lesson that was taught in the

previous class period. While watching students complete the bell work I was able to

analyze the students’ understanding of the previous lesson and was able to determine

what material needed the most review before starting the new lesson. I also organized

speaking activities in a number of lessons; this allowed me to analyze students’

performance not only in understanding of content but their usage of the content as well. I

was also able to assess student understanding through worksheets that were given for

each grammar concept that was taught during the unit. Overall the students performed

very well on these assessments and I feel that they help the students prepare for the post-

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1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28 29 30 31

Pre/Post Data Graph of All Students

Pre-‐Test

Post-‐Test

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test that was given at the end of the unit. I believe this to be true because, as the pre and

post-test results show, the class improved dramatically in their understanding of the

content.

I believe that the students as whole learned the content very well. Of the 31

students in the class 27 students took both the pre and the post-test. Of those 27 students

there was an average increase of 47% between tests. Of the 31 students 29 took the post

test and the average score was an 83%. On the pre-test not a single student scored over

60%, on the post-test 22 of the 29 students who took the test scored 80% or above.

Although not all of the students scored above 80% I feel that as a whole the class learned

the content very well. Of the 7 students who did not score above 80%, 4 of the 7 did

score 70% or better and 1 of the 3 remaining students has been referred for SPED. Those

students who did not score 80% or above on the assessment were given additional help

after post-test and have received individualized instruction to ensure that they learned the

content to a satisfactory level. Although I would have liked to have seen a higher

percentage of students above 80% of the post test I feel that for my first unit the class was

able to learn the content well and that they completed with the requirements to meet the

objectives of the unit.

The assessments that were given to the students measured the students’

comprehension of the vocabulary for the unit. They were also designed to measure the

students’ understanding of the grammar principles assigned to this particular unit, such as

using verbs to talk about the immediate future and using reflexive verbs. During the pre

and post-test the students were asked to identify vocabulary terms and translate

sentences, both from English to Spanish and Spanish to English, that used the grammar

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principles that were taught during the unit. The students’ ability to translate the sentences

and identify vocabulary terms showed their understanding and mastery of the unit’s

content.

In this particular class only one student formed my subgroup. Student #11 has

been referred for Special Education (SPED) and is awaiting evaluation. Student #11 does

have a Student Support Team plan but despite his SST and the differentiated instruction

that was given to him in each lesson during the unit Student #11 scored lower on his

Post-Test than he did on his Pre-Test by 4 points. I do not believe that Student #11

learned the content of the unit and was unable to show that he could complete any of the

objectives that were included in the unit. I believe that his decrease in scores between test

is caused by his possible disability and that he may need further individualized

instruction in order to accomplish a proficient understanding of the content.

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Student 11

Sub-‐Group Data Graph

Pre-‐Test

Post-‐Test

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Standard V: Reflection and Self-Evaluation DM1- Diversity Diversity is one of my favorite parts of being a foreign language teacher.

Teaching Spanish gives me the opportunity to teach my students about other cultures and

incorporate it into my lessons and content. My TWS unit was titled “Let’s Hang Out” I

was able to teach my student how to talk about future plans to hang out and also instruct

them on common activities that other Spanish cultures participate in while hanging out. I

did not have any students from another culture in my TWS classroom, but being able to

help my students understand other cultures is one of the best parts of teaching foreign

language.

DM2- Effective Pedagogy Technology is very important in today’s classroom and I believe that when it is

used correctly it is very effective. One way that I was able to incorporate technology into

my classroom was through making a classroom website. For my TWS unit I created a

weebly webpage that my students were able to access. On this webpage students were

able to access dates for all the quizzes and exams that they would be having soon. I had

also created vocab and grammar practice games on another website call quizlet. On our

classroom website the students had links to all of the quizlet practices that I created for

every grammar concept covered during the unit. I found that many students visited the

website to study and they voiced to me that they found it very useful.

DM3- Subject Matter I felt very confident with my subject matter knowledge while teaching this unit.

The grammar structures taught in this unit are ones that I use on a daily basis and I

therefore felt very good teaching the material. Although I was a little nervous teaching

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my first complete unit on my own that nervousness quickly faded and I felt comfortable

and confident while teaching the material.

DM4- Environment Creating a physically and emotionally safe classroom environment was fairly easy

because my mentor teacher had already established one before I arrived. When I was

handed over the class I reiterated to my students that I also believed that every student

had the right to feel safe both physically and emotionally while inside of my classroom

and that the class should continue to implement the culture that their regular teacher had

previously established. Regular classroom management at times seemed to be difficult

but for the most part I learned that if I kept my students busy classroom management took

care of its self. What I found to be very effective was letting my students know how they

class period would be divided. Letting my students know the schedule seemed to help

quit a bit with classroom management. As always I found classroom management was

most difficult when I was unable to keep my students busy the entire class period. This at

times happened when some students would work faster than other with assignments given

in class.

DM5- Reflection Analyzing the data from this TWS helped me to learn how to analyze assessments

better and how to differentiate instruction for students who have not reached proficiency

with the content. I am also able to evaluate if my teaching is effective and what I can

change to better meet the needs of my students.

DM6- Teaching Dispositions I feel that during my students teaching I have grown and learned a lot. I had a

great mentor teacher who has taught me the importance of planning, using active

learning, and how to better help those students who may struggle to understand the

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material. I feel that I have grown in ways that only can occur inside of the classroom. I

have learned how to better manage a classroom and how to create effective relationships

with students, parents and other teachers. I quickly learned how important each and every

student is and that if I can express how important he or she are to me I feel that they are

more willing to learn inside of the classroom. I have also had the opportunity to work

with a number of parents and express my gratitude for their involvement in their child’s

education. When parents feel appreciated I believe they are more willing to help teachers

and to help their students when needed. While working with my colleagues during PLC

meeting I was able to learn a lot about differentiating instruction and dividing students

according to their understanding of the content. What I learned from other teachers

during PLC later helped me differentiate my instruction, which helped my students

dramatically.

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Appendices

Appendix A-

Granite School District (n.d.). World language curriculum maps. Retrieved from

http://www.graniteschools.org/depart/teachinglearning/curriculuminstruction/worl

dlanguages/Pages/CurriculumMaps.aspx

Appendix B-

Pre/Post Test

Match the following Vocabulary (1 pt each)

1. ____ fin de semana 2. ____ la piscina 3. ____ el cine 4. ____ levantarse 5. ____ bañarse 6. ____ carro 7. ____ autobús 8. ____ el baile 9. ____ la tienda 10. ____ cepillarse 11. ____ verano 12. ____ bicicleta 13. ____ más tarde 14. ____ el lago 15. ____ el parque 16. ____ afeitarse 17. ____ maquillarse 18. ____ la playa 19. ____ penarse 20. ____ el restaurante

a) to brush one’s teeth b) the restaurant c) car d) to shave e) the store f) the dance g) to brush one’s hair h) the movies i) the bus j) bicycle k) the park l) to put on makeup m) summer n) later o) to bath p) to get up q) the beach r) the pool s) the lake t) the weekend

Translate the following sentences. (2 pt each) - You will be graded on correct use of verb conjugation, use of unit vocabulary, and accuracy of sentence structure. 21. Van a ir a la tienda.

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________________________________________________________________________22. Me gusta ir a la playa. ________________________________________________________________________23.Vamos a ir al parque en el autobús. ________________________________________________________________________24. ¿Cuándo vas a ir al cine? ________________________________________________________________________25. Ella va a ir a la fiesta este fin de semana. ________________________________________________________________________26. Me despierto a las 6 de la mañana. ________________________________________________________________________27. Ellos se duermen después de las 10. ________________________________________________________________________28. Tomorrow I’m going to go to my friend’s house. ________________________________________________________________________ 29. El va a ir al partido de futbol más tarde. ________________________________________________________________________30. Ella va a peinarse en la noche. ________________________________________________________________________31. They like to sleep during school. ________________________________________________________________________32. He likes to shower at night. ________________________________________________________________________33. Voy a la piscina en la tarde. ________________________________________________________________________34. Tu te despiertas a las 7 de la mañana. ________________________________________________________________________35. Ellos se cepillan los dientes en la mañana. ________________________________________________________________________

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Student Notes and Summative Assessments

Level 1 Unit 6-‐ Hanging Out! & Personal Hygiene Unit 6 Vocabulary Lugaresel concierto el juego la fiesta(el cumpleaños) la casa la casa de mi amigo el estadio el centro comercial el parque el cine el restaurante

la escuela la playa la piscina las montañas la iglesia la biblioteca el zoológico el lago el rio el museo

el baile el mercado la clase el campo el aeropuerto la cafetería la cancha la discoteca la tienda el supermercado

Time Structure-‐ ¿cuándo? mañana hoy fin de semana

después más tarde ahora ¿a qué hora?

a las ___ ¿qué día? durante ¿ a dónde?

antes tarde noche Transportation-‐ carro autobús tren bicicleta taxi

camión a pie avión barco patinete

autopista motocicleta, moto aeropuerto parada

Reflexive Verbs-‐ lavarse ducharse bañarse acostarse(o-‐ue) dormirse(o-‐ue) cepillarse (los dientes) rascarse

levantarse despertarse(e-‐ie) llamarse tomarse ponerse peinarse enojarse

afeitarse sentarse(e-‐ie) pintarse maquillarse callarse vestirse(e-‐i)

Review from previous units-‐

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temporada verano

invierno otoño

primavera

Ir-‐ to go The verb ir is irregular, meaning it does not follow the standard rules for conjugating -‐ir verbs.

voy-‐ vamos-‐ vas-‐ X va-‐ van-‐

Ir + a + infinitive In Spanish, many useful expressions are formed by combining two verbs. When this occurs, the first verb is conjugated, while the second verb remains in the infinitive form.

Ir + a + infinitive = to be going to do something (in the near future) Voy a llevar a mi hermana a su casa. I am going to take my sister to her house. _______ ______ invitar a muchas muchachas. You are going to invite lots of girls. Cristina va a conversar con mi mamá. Christina is going to talk with my mom. Eduardo _______ ___ _______ el libro. Edward is going to read the book. Voy a ir al cine. I am going to go to the movies.

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Remember a + el = al Translate these phrases using the verb ir (to go). 1. Van a la clase de español. ________________________________________

2. Voy a ir a la casa de mi amigo. ____________________________________

3. Vamos a jugar beisbol. __________________________________________

4. ¿Cuándo vas a ir al estadio? _______________________________________

5. Van a ir al zoológico. ____________________________________________

6. Juan y yo vamos a hacer la tarea. ___________________________________

7. ¿A dónde va a ir con tu mamá? _____________________________________

8. Me gusta ir a la playa. ____________________________________________

9. ¿A qué hora vas a ir al restaurante? __________________________________

10. ¿Vas a ir a la escuela? ____________________________________________

11. Tomorrow we are going to visit my grandpa. ____________________________

12. Where do you go after school? ________________________________________

13. Where are we going this weekend? _____________________________________

14. We are going to the party later. ________________________________________

15. Are you going to go to the library today? ________________________________

16. We are going to go to the pool at 6. ____________________________________

17. I go to sleep at 11 o’clock. ____________________________________________

18. They are going to go to the river. _______________________________________

19. Are you going to go to school later? _____________________________________

20. When are you going to school? _________________________________________

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Reflexive Verbs Notes – Student A verb is reflexive when the subject and the object are the same. I wash myself. Subject: I verb: wash object: myself Since the subject and object are the same, the verb is reflexive. I wash the car. Subject: I verb: wash object: car Since the subject and object are different, the verb is not reflexive. I scratch myself. Subject: I verb: scratch object: myself Since the subject and object are the same, the verb is reflexive. I scratch the dog. Subject: I verb: scratch object: dog Since the subject and object are different, the verb is not reflexive. When a verb is reflexive, the infinitive ends in “se.” lavar to wash (non-‐reflexive) lavarse to wash oneself (reflexive) rascar to scratch (non-‐reflexive) rascarse to scratch oneself (reflexive) There is one reflexive verb you have been using since you began studying Spanish. How do you say “My name is …...” - ___________________________________________ llamarse -‐ to call oneself ¿Cómo te llamas? ___________________________ -‐ ___________________________ ¿Cómo se llama ella? _______________________ -‐ ____________________________ When you learned to conjugate regular verbs, you needed to learn a set of pronouns called “subject pronouns.” Yo – I Nosotros -‐ we Tu -‐ you El – he Ella – She Usted – You formal

Ellos -‐ they Ellas – those girls Ustedes – you all

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To learn to conjugate reflexive verbs, you need to learn a different set of pronouns called “reflexive pronouns.” These pronouns are positioned before the verb, while the ending “se” is dropped and the verb is conjugated normally.

Try to conjugate the following verb by including the reflexive pronouns. LAVARSE:

The reflexive pronouns are not subject pronouns; rather they are object pronouns. The purpose of the reflexive object pronouns is to show that the action of the verb remains with the subject. Look at the difference between these two sentences: Juan se lava la cara _________________________________________________ Juan lava su carro. _________________________________________________ Note that many, many verbs can be made reflexive. All it means when a verb is reflexive is that the action remains with the subject. wash the dog (non-‐reflexive) wash your face (reflexive) raise the book (non-‐reflexive) raise your arm (reflexive) put the baby to bed (non-‐reflexive) go to bed (reflexive) wake up your son (non-‐reflexive) wake up yourself (reflexive) ...and so on

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Grammar/Structures • Immediate future (We are going to...) • Asking questions • Connecting places to activities. (We are going to place to verb. OR Let’s go to place to

verb!) • Connecting transportation to places • Time structures (if not previously covered) • Reflexive Verbs

Reflexive Verb Practice Choose the appropriate reflexive pronoun.

1. You take a shower. Tú _______ duchas. (ducharse) 2. Maria washes her hair. María ______ lava el pelo. (lavarse) 3. You-‐all wake up. Ustedes _______ levantan. (levantarse) 4. We brush our teeth. Nosotros _______ cepillamos los dientes. (cepillarse) 5. She gets dressed. Ella _______ viste. (vestirse) 6. They sit down. Ellos _______ sientan. (sentarse) e:ie 7. I'm worried about you. _______ preocupo por ti. (preocuparse)

Write the correct form of the verb. 8. Maria washes her hair. (lavarse) Maria se _______________ el pelo. 9. We take a shower. (ducharse) Nosotros nos _______________. 10. They brush their teeth. (cepillarse) Ellos se _______________ los dientes. 11. I shave my legs. (afeitarse) Me _______________ las piernas. 12. The boys fall asleep. (dormirse o:ue) Los chicos se ________________. 13. The young ladies get dressed. (vestirse e:i) Las chicas se _______________. 14. We sit down. (sentarse e:ie) Nosotros nos _______________

TRANSLATE the following sentences.

15. I get dressed in the morning. (vestirse)(e:i) ________________________________________________________

16. She stands up in class. (levantarse) ________________________________________________________

17. They enjoy themselves in art class. (divertirse)(e:ie) ________________________________________________________

18. The jar falls from the desk. (caerse) ________________________________________________________

19. Juan washes his hair in the garage. (lavarse) ________________________________________________________

20. Do you (tú) bathe every day? (bañarse) ________________________________________________________

21. José and Maria brush their hair. (cepillarse) ________________________________________________________

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22. Do you (ud.) wash your hands? (lavarse) ________________________________________________________

23. He scratches his head. (rascarse) ________________________________________________________

24. I feel bad (sentirse e:ie)when you (tú) fall down. (caerse) ________________________________________________________

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Appendix C

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