Mitchell Teacher Work Sample

PSU
TEACHER WORK SAMPLE

TEMPLATE
Your First and Last Name: Ian Mitchell
Date Submitted: 12/3/2017
District where you completed

Webb City R-VII
the TWS:
Name of School Building

where you completed the Webb City High School
TWS:
Content Area of your TWS: Social Studies
TWS Unit Topic: Unit Three: Europe
Grade Level of the

Classroom / Students in
Freshman/Grade 9
Which the TWS Unit Was
Completed:
Pittsburg State University Teacher Work Sample 1

I. Contextual Information and Learning Environment Factors
A. Narrative General Contextual Information for Community, District, and School (limited to 1 page)
District Information: The community where I am performing my professional semester is a small city. More specifically, a part of a larger Metro
area in Missouri. This community has three elementary schools, each of a relatively small size. These three fold into a single middle school for the
start of secondary education in the community. This then moves into a single junior high school, and from there to a single high school. The
community itself revolves around commerce and the district sports. Football, in particular, is a large draw for the district and community. Most
businesses are either small and local or chain restaurants such as McDonalds or Pizza Hut. Student population is currently around 4,300 in all grade
levels.
School Information: The High Schools current campus was completed in 1972 and periodically expanded over the years, with the most recent in
2015. The school itself has been in operation since the late 1800s. The current class size is around 1200 students, in grades 9-12. This is due to being
the only high school in the community, with the larger metro area school being larger. There is, as a result, a certain level of rivalry between the two
schools. As a graduate of the larger school, it is sometimes odd to see how strong that rivalry still is. It does not seem to affect the performance of the
students, however, as they tend to focus on lessons. With the occasional jab at the other sports team from both staff and students. For learning, the
students are given one chromebook to use. However, it depends on the teacher if they are allowed to use it for note taking or not.
Classroom Information: My classroom is made up of 17 students at a Freshman level. None of these students are on IEPs, however, one is required
to take her tests in a different room. These students sit in a seating chart spreading them throughout the room, to increase attention towards the board.
The classroom itself is an average size, with room to move around and instruct. Two white boards are available, though the one in the front is not in
good condition. Technology in the classroom amounts to a smartboard, an overhead projector, and my personal laptop.

Table 1.1 Class Contextual Information (limited to 1 page)
Grade level: 9 Content area (e.g., mathematics) Social Studies Topic (e.g., geometry) Geography
Age range of students 14-15 Number of male students 5
Total number of students 17 Number of female students 12
Percentage of students receiving free lunch __________ Percentage of students receiving reduced lunch______________
[if free/reduced lunch information not available for class, provide school percentages]
Area in which students live (check all that apply) Urban _____ Suburban X Rural ______
Ethnicity of students (give numbers) 1 African American or Black 1 Hispanic or Latino
______ Native American/Alaskan Native 15 White
______ Asian or Pacific Islander ______ Other (specify) __________
Language proficiency of students (give 17 Fluent English Proficient ______ English Language Learners
numbers)
Identified special needs categories _______ Specific Learning Disability _______ Speech/Language Impaired
represented (give numbers) _______ Hard of Hearing _______ Visually Impaired
_______ Deaf _______ Orthopedically Impaired
_______ Deaf-Blind _______ Emotionally Disturbed
_______ Other Health Impaired _______ Autism
_______ Multiple Disabilities _______ Mental Retardation
_______ Brain Injury _______Gifted
_______ Established Medical Disability (0-5 yrs) _______ Developmentally Delayed
_______ At risk for developmental disabilities _______ Other (Specify)_______________
Subgroup Selected (describe the group) : Males/Females
Rationale for Selection: With no special needs students and a very uniform ethnic spread, this is the most notable division possible
in this class. Furthermore, I want to identify how- in this class -the difference in gender impacts grades. If it, indeed, has any effect
at all.
Provide appropriate charts/graphs to display demographic data for district, school, and classroom in Appendix A.

Table 1.2 Student Characteristics for Whole Class (limited to 1 page)
Student Characteristics Specific Descriptions
Intellectual Characteristics One student in the class requires special attention. This student must leave the room to take tests, but otherwise does
- Including readiness, the same material as the rest of the students. All of the students take the same notes at roughly the same pace, though
cognitive abilities, learning some more detailed than others. There has been no need to repeat instructions, if the students hear the instructions.
needs, developmental levels, However, some of the students do struggle with the material more than others.
etc.
Previously demonstrated
academic performance/ Three of the students are very slightly above standard. The remainder of the class ranges from the low-to-high end of
ability: standard rankings.
% Above standard __3__
% Meets standard __12___
% Below standard _____
Social Characteristics The students rarely misbehave. A couple have a tendency to talk out of place and gossip, however, they return to task
- Including emotional, easily when prompted. The class in general behaves well and pays attention during lecture. In their work time, they
attitudinal, motivational, etc. drift off task easily.
Personal Characteristics The boys are, on average, more talkative than the girls. This is mostly in the case of two who sit in the back and
- Including physical, social, enjoy gossiping with one another. The girls tend to focus better and talk less. There is not a noticeable split in the
individual experiences, class along social groups- though this may be due to the seating chart.
talents, language, culture,
family and community
values, etc.
B. Narrative: Implications for Whole Class Instruction Based on Information from Table 1.2 (limited to 1 page)
The largest implication for instruction is keeping the class on task. With the girls, this is a relatively simple process- I would bring attention to
me at the start of class by explaining the days journal, and setting the expectation that the class should be working quietly on it. This is both a school
expectation and one for the classroom itself. Students must be working on some form of journal or bell work at the start of class. This is somewhat
difficult with the boys in the back, as they like talking to one another instead of focusing on work.
To get around this, I typically have the bell work be a short worksheet that the class will go over together after a few minutes of work time. This
keeps the students more focused, rewards those who do the work, and allows for helping those who struggle a bit. For example, it allows for helping
one of the girls who does not focus as well on the work. This system allows for getting the material across to her, while also bringing the entire class

in on the discussion. Guided practice to focus attention and help those who may struggle.
The actual lesson, once past the journal, typically focuses on a lecture format. The students are expected to take notes and follow along with the
material, to learn what they need for the tests. This typically takes up most of the class time, as the Unit is not given a lot of time before moving on to
the next Unit. As a result, it is necessary to cram the information on some level. Even so, I take the time to ask questions at various points in the
lecture, to both involve the students and draw attention to important points. Furthermore, the students are informed which portions of the lecture are
important to have in their notes and which parts will be on the test. This is intended to allow those students who struggle with studying to know
exactly what material they need, while also helping students that write slower. If they need the extra time, they can use that extra time with knowing
exactly what they need.
The format of the lessons ranged from regular powerpoints, featuring both text and images, to a video and a review game. The lectures involve
personal stories in an attempt to make them more relatable to the students. I also try to integrate humor where possible.
When doing the lessons, I created a variety of assignments to keep student attention and focus. First there was a video with a video guide
handout, that the students were expected to follow along with. Then there were several guided readings, to take advantage of the textbooks and
instruct the students in how to use these for research. During these later assignments, they could work with partners to enhance their learning
experience.
Finally, the review was a game of Jeopardy. This was something I had done during my own time in high school, and it was done with the
intention of creating a way for the students to be invested in winning- and learning the material. After this, I would toss a ball back and forth while
going over the study guide for the test. This was intended to give the students a fun game to play while reciting the material they would need for the
test.
C. Sub- Groups/Students Information

Describe this
Why was this
subgroup/student
subgroup/student What was learned about this subgroup/student?
using information
selected?
from Table 1.1
Intellectual
There was an almost even split in the boys between those who did well and
Boys those who did not. Those who did well did as well as some of the girls, both
This group was chosen on the map test and in their daily work. These boys paid close attention to
as there were fewer of the material and worked well on their daily assignments. The boys in the
them than the girls, back who preferred talking to one another struggled much more. They
and they tend to- on would only interact in the portion of the lesson going over the work, and
average -act out more. struggled on their Map test.
SUBGROUP I wanted to see how
or this impacted their Social
FOCUS learning styles. The boys typically required a bit more work to keep on task. The two in the
STUDENT back enjoy talking to each other, though it would only take a short verbal
command or proximity to bring them back on task. The other three boys in
the class tended to pay closer attention and even raise questions if the topic
interested them.
Personal
As above, the boys would be eager to interact if the topic interested them.
War, for example, got some talk. Talk that could drift into video games, but
it showed interest in the material. There was less interest in economic or
geographic topics, outside the political cartoon given in one lesson.
SUBGROUP Intellectual
or The girls were a more The girls are more divided than the boys, in terms of intellect. Part of this is
FOCUS Girls varied group than the because it is a larger group with more variations, part is that the student
STUDENT boys, and I wanted to who struggles the most is a girl. Overall, however, the girls score better than
see how this impacted the boys on tests.
on their scores.

Social
In general, there were few issues in keeping the girls on task. They follow
along with the work and often are the ones most eager to answer questions.
In fact, when I would call on the class to answer a question, the girls would
be the first to offer a response. There were exceptions in the form of a
couple girls who were more inclined to quietly follow along, especially the
girl who does not like interacting with the class. I tried to focus the attention
to the front by giving them material and personal anecdotes that would
make the lectures more interesting.
Personal
For the most part- with one exception -the girls were easier to keep on task
than the boys. They would focus on working and get their assignments done,
and contribute more to group discussion. Overall, there were few problems
from the girls in this group.
D. Narrative Implications for Sub-Groups/Focus Students Instruction (limited to 1 page)

I believe that the biggest difference between the boys and girls was focus on the lessons. The boys were split between those who paid close attention and those who
did not. The latter group was the biggest problem in the lessons, requiring more focus and redirections to keep on task. However, even this issue was relatively
minor. It was not that difficult to redirect the students onto task, and once on task, keep them there. A short verbal direction and occasional use of proximity was all
it took.
The girls and the remaining boys were, with one exception, not any problem. The only major adaptions that needed to be made here were to help the individual
students who struggled. Specifically the need to help the one girl who preferred to be on her chromebook instead of doing the work. For her, there was more effort
put into keeping an eye on if she was doing the work and in helping if it became needed.
Beyond these small issues, the class itself behaves itself well and listens well. If there is any improvement to be made, it is in keeping them working quietly for the
entire work time and in providing better personal lessons. There is little I know about their personal lives to use in the lessons.

II. Instructional Design
A. Narrative Description of Range of Objectives and Rationale for Selection (limited to 1 page)
In designing this unit, I followed a specific set of objectives. Vocabulary, background knowledge, political cartoons, physical geographyamong
others. These objectives were designed to show the students what they needed to know about Europe, while keeping them interested in what they
were doing. As such, the starting objectives focused primarily on the vocabulary and physical geography. By starting with this, the students were
given a bit of background knowledge for the rest of the unitwhile also working with the background knowledge they may have already had.
Furthermore, it gave them the material they would need for the rest of the unit.
Secondly, there was a large effort placed into the cultural geography of Europe. This is where most of the remaining objectives came into play. First,
there was a focus on the European history. How Rome spread culture throughout Europe along with the Christian religion. How these have impacted
Europe to this very day. In focusing on this, the students were able to relate to what they may have learned in church. The political cartoon, based on
the Brexit vote, provided a window into current events. Going over Catalan Independence and migration into Europe further emphasized these points,
giving the students background knowledge they will need in World History.
Finally, there was a strong focus throughout the unit on giving the students the knowledge and experience they would need for future classes.
European culture will be very important for World History, and understanding physical geography will help in any future classes like geology. As
well as this, understanding current events and how to write constructed responses will give a firm grounding for future history courses. Where they
will be expected to understand how to research and write about news articles.

B. State Objectives Here: Focus should be on student performance not activities. What will students know or be able to do? (limited to 1 page)
Level(s)
Obj.
Unit Objectives (e.g. Blooms
No.
Taxonomy)
Students will know how the Alps were formed and how this has impacted European physical geography.
1
Understanding
Students will be able to understand how rivers have changed and shaped European cultures, and the spread of
2
these cultures to other areas. Understanding
3
Students will be able to analyze and understand how cultures and religion have caused wars in Europe. Analysis
Students will be able to analyze how immigration from the Middle East is causing problems in the European
4
Union today. Analysis
Students will be able to identify how the Brexit has weakened the European Unions authority and how it has
5
influenced similar movements. Synthesis
Students will be able to take current events in Europe and explain how these could cause problems in the United
6
States as well as Europe. Evaluating
C. Identify State Standards Benchmarks Addressed by Unit Objectives How do objectives address these standards? (limited to 1 page)
Objective 4:
Analyze major patterns and issues with regard to physical and human Geography in Europe (5Dc)
Indicators:
1. Locate states, major cities, bodies of water and topographic Features in the region (3Sa)
2. Explain the physical processes and characteristics that shape the region and make it unique (5Da)

3. Analyze major patterns and issues with regard to population distribution, demographics, settlements, migrations, cultures, and economic
systems in the region, human resources, capital resources (4A), (5Dc), (3Ua)
Pre-Assessment: The Pre-Assessment was the Unit Test given at the end of the previous test for the students to work on.
4. Identify and solve

T Geographic
Lessonproblems within the region (5Ib), (5Ec) Formative
Instructional Activities/ Describe Specific Adaptations/
Lesson Date R Objecti Assessment
Strategies Differentiation
I ve(s) (formal/informal)
10/16
1 - T,R, I 1, 2 Presentation, Video and Video Guide informal Lecture, visuals, questioning
10/17
10/18
2 - T, R 1 Presentation, worksheet informal Lecture, questioning, group work
10/19
10/20
3 - T, R, I 3 Presentation, worksheet, guided practice informal Lecture, questioning, individual book work
10/23
10/24 Map Test: 71 questions, students are
4 - R, I 1 required to identify European countries, Formal Map Test based on previous material
10/25 rivers, and other physical features.
10/26
5 - T, R 1-4 Presentation, worksheet, homework informal Lecture, visuals, internet
10/30
10/31 Jeopardy game to spark interest, visuals, physical
6 -11/1
T,R, I 1-4 Review for Unit Test Formal
guessing game using ball, check for understanding
11/2- One student allowed to leave the room to work in a
7 11/3
R, I 1-4 Unit Test Formal
different class, as per instructions.
8
Etc.
Summative Assessment:
Table 2.1 Instructional Design Unit Plan

T- Lesson integrates technology; R- Lesson uses reading strategies; I- Lesson demonstrates integration of content across and within content fields
Table 2.2: Narrative Description of Pre-assessment, Formative Assessments, and Summative Assessment (limited to 2 pages)
II. D, H, and K Describe the assessment to be Explain rationale for choosing Which Identify how the assessment will be
used this assessment objectives scored and/or the criteria to be
does this used for evaluation.

assessment
address?
Check for prior knowledge and

Pre-Assessment
Pretest based on Unit Test. format instruction based on areas 1-4 Participation grade
(Diagnostic) students did not perform well.
Mix of participation points and checking
Formative Assessment Daily assignments Build knowledge and vocabulary to
1-4 for knowledge- if students miss a
- Informal prepare for unit test
question, they lose the points.
Formative Assessment Unit Test To check knowledge and ability to 20 Multiple Choice- One point each, Two
1-4
- Formal sort and identify information Constructed Response- 9 points each
Summative Reflect growth over the unit 20 Multiple Choice- One point each, Two
1-4
Assessment Unit Test compared to the Pretest Constructed Response- 9 points each
Narrative for Instructional Design

II. E.
Why are the lessons sequenced in this The lessons were planned in accordance with the department pacing guide in order to provide the students
manner? information in a logical and easy to follow format.
II. F.
Lecture and powerpoints were used for logical and linguistic learners. A video was given to accommodate
special and visual learners, while cartoons were used to emphasize this point. Some of the daily work was
group work, to allow for students who work in groups. The rest was individual work for those who shine
What learning strategies were incorporated
when they work alone. The daily work was primarily worksheets, however, it also included both guided
into this unit? reading from the book- in order to accommodate students who learn from books better than lecture -and
graphic organizers. Questioning during the lectures allowed for communication between the class and the
instructor.
During the lecture, reading and listening skills were used to take notes. Writing skills were also tested
during the notetaking and the daily work. Questioning was used to reinforce the material and objectives.
How do the instructional strategies/activities
Technology, in both the lecture and use of student laptops, emphasized technological skills with the
address the learning objectives for this unit? students. Social skills were reinforced through both the Jeopardy game and the ball tossing afterword.
Writing skills on essay questions helped understanding and communication arts skills.
II. G.
How will critical thinking and problem Critical thinking skills were utilized in the constructed response questions. Problem solving was used in the
solving strategies be implemented? Give formal assessments by matching terms and information to the proper responses.

specific examples of use.
II. I.
Explain the reading strategies that will be
used throughout the unit. Give specific Reading strategies primarily focused on using the internet to find articles and summarize them.
examples. (Remember that using text is not a Furthermore, the use of the CIA World Factbook to identify information on individual countries.
reading strategy)
How will technology be integrated within the Teacher use of technology focused on PowerPoint presentations and use of a personal laptop to provide
unit? Explain both teacher use and student these presentations. Students used their chromebooks for research on their countries and one homework
use. assignment on news articles.
Integration began with the knowledge of how to read maps. This is a skill students will require in this class
How does the unit demonstrate integration of and in other history courses. Secondly, the knowledge of how to understand current events. This is an
content across and within content fields? important skill in multiple fields of education, where students will need to identity the effects these have on
daily life. By understanding maps and current events, the students are prepared for future history courses.
II. J.
Partner groups were formed on a couple of the assignments, pairing students together to work on
What specific adaptations or differentiated
assignments. Group discussion featured heavily, allowing each student a chance to get their voice heard on
activities were used to accommodate the assignment. Lectures incorporated visuals to help visual learners, while providing the notes needed for
individual learning needs for the whole class? linguistic learners. Questioning was designed to build on existing knowledge.
What specific adaptations or differentiated
activities were used to accommodate Redirections and vocal instructions were used to bring the boys back on task. Group discussion was used to
individual learning needs for the identified interact with the girls who enjoyed talking about the work during question and answer periods.
sub-groups / students?
Provide a copy of two complete detailed lesson plans in Appendix B.

III. Teaching and Learning
A. Narrative: Daily Teaching Reflections (limited to 4 pages)
Day 1: For the first lesson of the unit, the students were given two major activities. First, they were given a larger journal than usual- identifying the
major mountains in Europe using their textbooks. This was intended to introduce them to one of the largest defining factors of Europe, namely how
mountainous the continent is. In this unit, I had to cover both physical and cultural geography, and I believed the best way to introduce this was with
mountains. As the mountains of Europe were the feature that influenced a large part of the migration of peoples and the borders in Europe. Some of
the students appeared to understand this- about half of them were able to answer questions about how mountains can change cultures and borders.
The other half appeared bored, with a couple complaining about using the book for a journal. I believe this is due to the work, more than the actual
subject matter.
However, more of the students complained when I moved into the main part of this days lesson. Not at first, as the main subject was watching a
video- specifically an episode of How the Earth Was Made focusing on the Alps -and they clearly expected a free day. Once I handed out a video
guide they were required to fill out, that could only be done if they watched the video and payed attention to it, they grouched about that. Most of the
class was spent watching this video, and most of the students did pay attention to it. A couple attempted to sleep during it, however, I walked around
and tapped on desks if they dozed off. Only a couple really seemed invested in it or the assignment, however. In fact, when the class ended, most of
the students had not completed the assignment.
I will admit to feeling discouraged. This was one of the assignments I was prouder of creating, as it was something simple and that I would have
enjoyed as a student. I felt that I needed to improve on student interaction, though I wasnt sure how. This was something that would need work.
Perhaps I needed to work with the students who did finish and figure out how it kept their attention? Maybe a more entertaining video?
Day 2: With a new idea in mind, I moved into the second lesson of the unit. This lesson was focused more on European countries, and identifying
them on a map, than on physical features. In operating on a unit made by the department, I had to get the students working on their map skills for the
map test. This was how I began the class. Informing the students that the map test would be quick in this unit, quicker than the previous one, as there
was less time to go over everything about Europe than there had been for Latin America- the previous unit. The assignment for this day reflected this
fact, as it was focused on identifying European countries and what region they are located in.
The idea in this lesson was simple, in this regard. The students were expected to be able to identify countries by region, giving them a study guide
they could then use on their map test. If they could understand that Germany was in Central Europe or that Belarus was in Eastern Europe, it would
give them a basis on the rest of the countries. Knowing where to look on the map to identify countries. It was my hope that, in doing it this way, the
students would have a greater understanding of the subject matter and at least some basis in map skills. It is one thing to identify Russia, it is another
to find Slovakia.

To actually teach this point, I spent most of the class with a map on the board. This map of Europe was blank, and I would ask the students- using
their books and the activity given -to identify where countries were on it. I knew from the previous map test that the students tended to struggle on
this subject. So I wanted to spend most of the lesson, or at least as much as I could, on getting them familiar with European countries. For the most
part, this idea seemed to work well even. The students were focused and interacting, outside one girl who tried to stay on her laptop instead of
working with the group. I attempted to bring her on task, but she would drift off in short order and I had limited time to spend trying to bring her
back.
This was because I had to spend a large part of the lesson moving into European climates and river systems. This unit was so short on time that I
could not focus on one point in each class. I feel that this made it much more difficult on me teaching, and on the students absorbing the information.
They were required to learn so much in one day that, when I checked for understanding at the end of the class, few of them could still list the proper
regions for countries or identify the rivers. I am unsure of what I could have done better, as the need to give them all the information almost required
cramming the lesson. Even the most invested of the students struggled to keep up.
Day 3: In the rush to get all the information to the students, the next lesson was focused on something touched on in the previous one- European
cultures. I worried about getting this to the students, probably more than any other lesson in this unit. European culture is a very wide and difficult
subject to cover in a single class, even a single unit. How to explain the differences between Germany and France, for instance? Or why the English
were forever apart from continental Europe? What made this much more difficult was the need to review for the Map Test in the next lesson and the
fact this would take at least half of the class.
In the interest of student engagement and time management, I focused on the big divisions in the start of the class. The lecture for the class was a
powerpoint focused mostly on the major differences in culture between European countries. How languages were the dividing line in many cases. I
made a bit of a joke about how Germany speaks German, how England speaks English and how Russian speaks Russian. Joking with the kids about
how Europe has as many different cultures as they do languages. A few laughed at this, but I believe the joke fell a bit flat for most of the students
who seemed bored with the lesson. Even bringing in the spread of Roman culture and how it was basically Greek culture with a fresh coat of paint
only got a couple laughs.
I feel this may be because I told them in advance that most of the class would be review for the map test in the next lesson. Several of the students
complained about how fast we were moving into the tests, and wanted more time. This may have made them less inclined to cooperate for the lesson
itself.
Certainly as I taught about how European cultures make any union difficult, they were unwilling to provide examples of their own. Even when
directly asked why German and French dislike for one another would make the European Union weaker did little to get interest. I continued to ask
questions of the students and to teach about the cultures, however, it was clear to me that they were not getting the material as well as they should
have. This was feeling like a repeat of the previous lesson now.
To counter this, I moved into the review for the map test. The transition was smooth, moving from culture into political boundaries. By doing this, I
was able to connect the two parts of the lesson. Culture and language to country borders. This seemed to work, at least, as the students began to sit
up a bit more. Possibly because of the need to review for the test, to be honest, though at least partially because they seemed more interested in
talking about how borders have changed. Recognizing that I had their attention, I stood a little straighter and began to talk easier. The students were
willing to take their maps out and study for the test, and were certainly more invested in the lecture now.
Maybe that was what helped. That I interacted better when I saw they were paying more attention. Regardless, I finished the lesson with a reminder
to study for their test.
Day 4: Map Test day. Initially, I had planned on spending half (or even three-quarters) of the class on the test, and then rounding out the European
lectures so the class could review for the test itself on the next lesson. This plan did not pan out. When I taught all the classes, not just this one, they
needed the entire class to do the map. A few finished before the others, but a few also barely finished. I had known going into this that the map test
was long. Had it been my test, I would have made it shorter. However, as it was, the test was seventy-one questions and many students struggled to
finish that in a timely manner, even with a block schedule class.
I spent most of the class walking among the students, answering questions as I could. A few of them seemed to have retained the material better than
others, as they had no questions and worked hard and quietly. A few others, notably the boys, complained about the length. I reminded them that if
they studied they already knew most of the material, and that the test would not harm their grades too badly as long as they answered the best they
could.
In fact, that was something I told the class at large- that so long as they gave it their best shot, they would not lose many points on their grades. What
I could not tell them was that anything not a country on the test was actually extra credit. I believe that this may have helped. Had the students
known there was extra credit, they may not have put as much work in that part. Or the countries themselves, if they believed the extra credit was
enough to get them through.
In the end, however, most of the students passed the test. Two girls in particular came very close to getting perfect scores, and even the rowdiest of
the boys managed to scrape by. If I am being honest, it was a very gratifying feeling to have- seeing the students happiness at passing the test when I
gave them the graded papers.
Day 5: This lesson was a breather, if one wants to use that terminology. Recognizing that I needed more time, I was able to convince the cooperating
teacher to give me an extra day on the unit test. I used this day to talk about European current events with the class. There was only a short lecture,
since I knew the students were still burnt out from the map test. I covered the importance of Catalan independence and of the Brexit vote on the
European Union, asking the students a pointed question. What sort of precedent does a country leaving the EU set for the central authority? One girl
recognized what I was asking, and pointed out that it meant the central authority had limited power. What was stopping a country from just leaving if
they did not like what was being done?
A couple students turned this into a bit of a joke, trying to come up with ways on how they could get past regulations by threatening to leave. I
played along, smiling as I turned that into a question of how they could try that in a classroom. The students laughed a bit when they realized it did
not quite work that way in most situations. More importantly, I believe, it helped build a bit more of a rapport with the students that I was willing to
play along with their jokes. It showed to them that I was easy-going enough to not crack down on them if they got a bit uppity. So long as they
remained on topic.
As for the rest of the lesson, it was standard fare. Once the lecture was complete, the students were given a short homework assignment. Using the
BBC news website to look up a current event in their own country- the class has a County Research Project for the semester project -and writing a
paragraph about it. So they can see how current events impact a country.
Day 6: This day was set aside for the Unit Test Review. With the previous lessons in mind, I had changed my original plan and made this a lesson for
the entire day- a game day. When I was in school, my teachers had put a Jeopardy powerpoint up for test review. The students would split into
groups, and answer the questions. This turned what may have been a boring review, into a friendly competition. My intention in this lesson had been
to mimic that feeling. In practice, it might have gone better. The students split into two groups easily enough, though there was some good-natured
ribbing about how one team had a girl who knew most of the material while the other had a couple of the rowdy boys. I smiled at the students and
made a bit of a joke about it. They seemed to appreciate this willingness to joke.
The actual game, however, could have gone better. With this being the first time I have done this in the teachers shoes, I did not have the rules
firmly down. Flipping a coin to pick the first guess worked well enough. The problem came from switching teams- how much time should I give
them to answer before moving? This was a problem throughout the experience. Just as much of a problem was when a team consistently got the
answers correct, and the point lead became very large. I attempted to balance this by switching to the other team when possible, but the students
noticed how I was inexperienced and tried to play this against me. Mostly in jokes, thankfully, about how I was favoring the other team. I kept a
smile up and joked around with the students just as much, though, making this probably the most fun day the class had in the unit. Certainly there
was a much moreeasy going rapport with the class this time. Ease of jokes and ease of interacting with them was better than it was in any other
lesson.
Day 7: After the success of the review, there is little to say about the Unit Test. After a final review period, the students were given the test to work
on and many of them finished it quickly. There was some struggle on the constructed response, as I did not have time in the unit to go over this in
great detail. However, many of them managed to pass the test in the end. And when they finished the test, they were quiet when given the pretest for
the next unit and the map to study for the next unit. There were no real problems, to be honest.
And I feel, in the end, this was good sign. Despite the struggles of teaching the unit, at the end of the day, the students understood the material and
worked on it well. Most of them passed the test with flying colors.
Compared to the pretest from the previous unit and the test from the previous unit, I could tell they had learned better in this unit. No matter how
much cramming had to be done to get them the material they had needed.

B. Classroom Management Plan (rules, procedures, preventative strategies, supportive strategies) (limited to 1 page)
For classroom management, I operated on a proactive plan. At the start of the day, I would place the journal the students were expected to do on the
board. When that was on the board, I would then move out into the hallway and greet the students as they came in. The goal behind this procedure
was showing them I was interested in how they were doing, and that I was willing to meet them when they arrived. Entering the classroom was
intended to be quiet as well, as the students had the work for the day on the board and they are expected to be working on it when the bell rings. They
are expected to have all materials at hand for this and the day itself, with locker trips only allowed in exceptional cases. Once they are in their seats,
the expectation is that the students will be quiet and respectful. While talking among their friends is allowed, it is to be done in moderation and if it
ever gets loud or distracts from the lesson, there will be consequences. Furthermore, the students are expected and encouraged to participate in the
lessons by questions and group discussion.
To enforce this plan, I would walk around the room during the lecture and assignments. The understanding with the students was that, if there was
any off-topic talking or actions being taken, I would stop by their desk. Most students did not like the attention they gained and would stop talking. In
the event they did not, I would tap the desk or talk with them quietly to bring them on task. This was not needed often, as the worst misbehavior in
the class was the occasional off-topic discussion and raised voices. Or the misuse of the given technology. Both of these problems were corrected
easily if the students were asked to stop, and often without the need to even ask.
Furthermore, to keep interest in the lesson, I would use guided discussion often. Students would be asked questions at various points in the lectures,
in order to keep attention on the lesson and check understanding. I would work with the class, not just teach at them. The students would be asked to
the front on occasion, to interact with the lesson on a more personal level. This was intended to involve them in their learning, not just have them
focused on grades and homework.
In the event there was a need to enforce a higher discipline level, the strategies went in order:
Proximity, moving to a different seat, moving to a different room, and referral to the office. The goal of this system was to keep the students on task
and in the room as much as possible. This was something the district used, though I would put my own spin on it by only moving if the problem
became too difficult to handle. Instead of a first option, it was a last option. The students appeared to recognize this and they would stop with simple
redirection, more often than not.
Finally, I made an effort to congratulate good behavior and good work. I would praise the students when they behaved, and when they answered
questions correctly. I would not call out names, but if a student did exceptionally well on an assignment, I would congratulate them privately when
handing the paper back.

C. Student Interaction and Engagement(Strategies for promoting student to student interaction and student motivation) (limited to 1 page)
There are several strategies I have implemented to keep students engaged in lessons. First, I make the effort to learn a little about what the students
like and then integrate this into lessons and discussions. I set an expectation, then, that the students interact during the lesson. A presentation or
lecture is more interesting when there is something a student is interested in used during it. Relatedly, I infuse my own interest in the subject into the
lessons to show the students I am not just teaching for the sake of teaching. I integrate lessons and events that can be found in history into the class
environment. This shows students how the material can have a use, even if it does not feel like that learning it. During lessons I will use anything
from music to movies and YouTube clips to make the material more interesting. This gives students a different window into the material.
Furthermore, it can increase interest in the subject while also giving a healthy classroom environment. Any and all questions will be answered, so
long as they are appropriate. Students are encouraged to put their own views into the subject, and discuss it in a neutral environment. Bullying over
opinions- bullying in general -is not allowed in this classroom. Everyone has the right to their own opinion on history, so long as they do not force it
on others. Students are also provided feedback on their work as they do it, and on tests, feedback as soon as they are handed back. Prompt and helpful
feedback motivates a student to work harder, to see if they can improve.
I believe that this system keeps interest in the subject high and focus on the history higher. Students are allowed to interact with both the teacher and
each other, in a safe discussion environment. They are given their feedback as quickly as possible and as helpful as it can be made. This will increase
both engagement and motivation, while showing the students that I care about their future.
D. Student Communication (detailed description of appropriate strategies to encourage student to student communication) (limited to 1 page)
To encourage communication between students, I put a large focus on group discussion and group work. The first involves many discussions on
lecture material, with the students guiding it as much as the instructor. This allows students to feel as if they are in charge of their learning, while also
keeping the discussion from going off track. This encourages discussion as the students feel they can say what they want on the subject, within
reason. I model this in instruction, by sharing opinions and how to discuss them without dismissing them. In addition, I encourage students to discuss
with me as well. This brings them closer to the instruction and lets the students know they can interact freely with their fellow students and the
instructor.
It also helps if the students feel they are being misgraded or that they are being punished unfairly. As they know they can work with the teacher to fix
whatever problem may have risen up, such as the above or missing work.
Narrative: Analysis of Assessment

E. Pre-Assessment
In examining the results, the pretest confirmed two different subjects. One, that the students lacked prior knowledge
of Europe. And two, that a few of the students understood general geography enough to make accurate educated
guesses on some of the questions. With a class average of 41.3%, it is clear that the students- on average -struggled
with the material, however. The median of 42% emphasized this point. The class as a whole struggled on the pretest.
Overall analysis of results. The boys had an average of 31.2%, lower than the 45% of the girls. Similarly, the boys had a median of 34%
compared to the 47% of the girls. This implies that the boys struggled compared to the girls, though the fact there are
only five boys compared to twelve girls may be influencing the results. It is possible that the larger number of results
leads to an overall higher grade.
The learning objectives all need equal attention in lecture. However, the constructed response and the critical thinking
Discuss the results in reference to questions require a little bit of extra work. The students struggled heavily on these questions and will need more help
the learning objectives. to understand these objectives.
Based on the pretest results, I knew that a heavier focus would be needed on critical thinking. As such, I planned on
Describe how pre-assessment data
putting more time into these questions than in previous units, to provide the students a knowledge base to work with.
was used to proceed with instruction The remainder of the objectives would be more focused on building a knowledge base using the same techniques as
for all students. previously used in class.
Students with IEPs have the option of taking their tests in the resource room, if they need the extra help. For students
What is the plan to differentiate for with different learning styles, I will vary the lessons between traditional lecture and videos. Furthermore, the review
all learners? will be a more physical game to help body-kinesthetic learners.
F. Formative Assessment
The results of the formative assessment appear to indicate that the students are learning the material. A couple of
students still struggled, however, the majority of the students were able to understand the material. As well as keep
pace with the instruction.
Overall analysis of results.
However, the assessment was primarily a review, so it did not test the students as much as see what information they
had retained.
Discuss the results in reference to Based on the review, the students appear to be learning the objectives. They are showing increased understanding of
the learning objectives. physical geography and of the specific features in Europe.
Are students learning what was They are learning what they need to learn. There is a marked improvement in critical thinking and how to formulate
constructive answers.
intended they learn?
As above, the only major adaptation needed is allowing IEP students to take their tests in the resource room. On a
Discuss any adaptations based on the smaller scale, I will help students who are missing assignments- or many questions on their assignments -by giving
results of formative assessments. them time during study hall to work on these lessons.

Identify differentiation needed to If any students are still struggling, I will take the time to go over the material 1-on-1 with them. As well as providing
a more detailed review sheet that they can fill out blanks on, instead of working on the entire assignment in one-go.
help all students meet the goals and
objectives of this unit.
G. Summative Assessment
The data of the Unit Test showed a marked increase in student grades. The class average on the test rose to 78%, a
difference of 37% on the scores. The percent gain was 88.8% for the entire class, a large- if not spectacular -increase.
In addition, the median and mode for the entire class were 73%. The single lowest grade on the test was 57%, itself an
increase over the 10% on the pretest. The highest grade was a perfect, 100%, paper. Most of the grades in the class
were above 70%, with a handful in the A range. Between the subgroups, there was a noticeable improvement in
both.
What did the disaggregated data of
the assessment reveal? The girls average was 78%, with a median of 73% and a mode of 71%. This is a percentage increase of 73% over the
pretest.
There was even more improvement from the boy group. Here the average on the Unit Test was 76.2% with a median
of 81%. While the lowest test grade of 57% came from a male student, the overall percentage increase was 124%.
This is a surprising increase from the pretest, compared to the more moderate increase the girls group presented.
The results demonstrated that the objectives were learned, and in some cases, that they were learned well. However,
the fact that the average grade was a C also shows that the students did not learn the objectives entirely. While there
Discuss the results in reference to were large increases- one boy in particular went from a 26% on the pretest to an 80% on the Unit Test -these were not
the learning objectives. as large as they could be. Or as spread out through the entire class as they could be. I encouraged the students to study
and made the review as interesting as possible, so I know I helped them succeed. However, it is equally clear that
more work was needed to learn the objectives- time constraints likely harmed the work.
With the exception of one student who failed the test, the students learned what they needed to learn. It is clear they
Did all students learn what was did not learn it entirely, however, they did pass the test. With more time to study and to teach to the objectives, they
intended they learn? Explain. may have done better.
Provide a copy of pre-assessment document and the corresponding scoring key/rubric in Appendix C.
Provide a copy of one formal formative assessment document and the corresponding scoring key/rubric in Appendix C.
Provide a copy of one informal formative assessment document and the corresponding scoring key/rubric in Appendix C.

Provide a copy of the summative assessment document and the corresponding scoring key/rubric in Appendix C.
H. Visual Representation of Disaggregated Data

Chart/Table/Graphs of disaggregated data for the Pre-assessment should be included in Appendix C.
Due to the varied nature of data collected by the teacher candidates, each candidate is asked to create a chart/table/graph that includes data for the
Whole Class, Subgroup, and Focus Students. Title the table/chart/graph and use labels to accurately portray the data.
Chart/Table/Graph of disaggregated data for the Summative Assessment should be included in Appendix C.
Due to the varied nature of data collected by the teacher candidates, each candidate is asked to create a chart/table/graph that includes data for
the Whole Class, Subgroup, and Focus Students. Title the table/chart/graph and use labels to accurately portray the data.

IV. Self-Evaluation and Reflection
A. Narrative description of Successful Activities and future implications
Based on the analysis of all the assessment

Give more than one reason for each of the successes identified.
results, identify TWO learning objectives
from the unit students were most successful.
Objective 1: Students will know how the Alps The most basic knowledge base in the unit, this objective would give students the knowledge base to
were formed and how this has impacted understand how other physical features are formed. In the unit, I spent much time covering the Alps as a
European physical geography. prelude to other mountain ranges in Europe. This was intended to demonstrate to the students how
important the many mountains of Europe are to European development. Secondly, I put work into showing
the students how the Alps have changed other parts of European geography, such as rivers and plains. Taken
together, these two factors of the Alps allowed the students to understand the basic underpinnings of
European physical- and cultural -geography.
Objective 2: Students will be able to analyze The two reasons for success in this objective are interlocked with one another; the importance of
how immigration from the Middle East is immigration on culture, and how this can cause problems for natives in an area. In teaching this, I first
causing problems in the European Union today. explained to the students that immigration is not just an issue in the United States. By tying in current
events here, notably the dislike of immigrants, to how Europeans can feel the same way, I gave the students
a connection to their own lives. Furthermore, it allowed me to make a connection between Europe and the
United States, showing that this is a global problem. With the second reason, I demonstrated through ethnic
group information and migration patterns how Middle Eastern immigrants are moving in large numbers into
Europe. By so doing, I could inform the students how this can cause problems. Not everyone in Europe is
welcoming of immigrants. This weakens the European Union and the authority it has in Europe, as it cannot
create a unified policy. I believe that these connections to their own lives helped the students to succeed in
this objective.
Discuss at least TWO things to do differently in the future to extend these successes to continue students academic growth.
First, I plan to give the students more time to work on current events during the unit. This is intended to allow them more time to absorb how immigration is such a
major issue in European politics. Understanding current events, most of which are related on some level to the Middle Eastern crisis, will give the students greater
background knowledge and further their growth. As it will increase the ability to research topics, something very useful in more classes than one. Secondly, I plan
to give the students group projects to work on. One of the issues in the Alps work was that it was done individually. I believe that, by giving the students group
work, they will be able to understand the lesson more. Creating presentations of their own will have the students thinking more on the topic, and how to tie it to
their own knowledge base. For example, in the future, I would give the students a project to create a presentation about life in the Alps, to understand the way
people live in that area.

B. Narrative description of Least Successful Activities and future implications
Based on the analysis of all the assessment
Give more than one reason for each of the least successful objectives identified.
results, identify TWO learning objectives
from the unit students were least successful.
Objective 1: Students will be able to understand I believe there was not enough interest in this subject among the students. Time limitations did not allow me
how rivers have changed and shaped European very much time to introduce rivers and how they shape cultures, with only a couple students being able to
cultures, and the spread of these cultures to name the example of Egypt. I feel that this lack of time and interest hurt the students, as they did not seem
other areas. to understand how important rivers were. Or how cultures would often migrate along river lines, looking for
a new place to live. I also feel that I did not emphasize enough how European cultures can spread to
different areas. Most of the time on culture was on language groups, not on the spread of these groups, and
this likely hurt the student understanding of the subject.
Objective 2: Students will be able to identify I was not able to reach the students on how important the Brexit vote was for the future of the European
how the Brexit has weakened the European Union. They showed little interest or critical thinking on how much this vote has changed the situation in
Unions authority and how it has influenced Europe. Only one student was able to understand how the precedent of I dont like the Union, Im leaving
similar movements. weakens the central authority of the EU. Secondly, I feel that I did not tie this vote into other movements,
such as Catalonia, properly. Part of it was the lack of student interest. Part of it was the lack of time.
Regardless, I was not able to tie the Brexit vote into the larger European Union as much as I would have
liked, and it was clear in the test. Along with the lack of interest in the students, who seemed to care more
about the immigration problem than anything else in the EU.
Discuss at least TWO things to do differently in the future to improve students performance.
In the future, I would devote more time to these two objectives. There would be much more focus placed on how rivers have changed migration patterns and how
the Brexit vote has weakened the European Union. I would likely create activities for both of these objectives, based on critical thinking and not just on repeating
lecture notes. Creating connections to the students own lives is also a must, as it would increase motivation to study the material.
TABLE 4.1 Communication Log
Follow Up
Method of Result or Impact on (if
Date Person Contacted Contact Reason for Contact Instruction necessary)

Follow Up
Method of Result or Impact on (if
Date Person Contacted Contact Reason for Contact Instruction necessary)
Add rows as needed
C. Narrative Reflection on Impact of Communications (limited to 1 page)
There was little communication between the school and parents. With the advent of PowerSchool, parents are able to keep up on student work online and without
needing to call the school. If they had any questions about grades, the parents could check themselves or ask their children to explain the assignments.
PowerSchool shows all the grades and all the information on missing assignments that the parents may need. A couple of students would come to me and ask about
missing assignments after being prompted by their parents, however, the parents themselves never contacted me directly. Nor did I ever have reason to contact the
parents directly, as the students rarely misbehaved and when they did, it was minor and easily redirected. Not once did a student misbehave badly enough to
require parental contact, or even a referral to the office.
In that regard, there was little need to contact the office either. The only time there was any need to leave the room or contact any officials outside of fellow
teachers was when the projector overheated. In terms of student behavior or lessons, there was no need to contact anyone outside of the classroom.
D. Narrative Reflection on Future Professional Development (limited to 1page)

Identify at least TWO aspects of instruction that could be improved. What specific professional development opportunities/activities will
Explain reasoning. help to acquire that knowledge or skill?
Aspect 1: I would like to improve on differentiation in lessons. I struggle I plan to do research, on my own time, on how to teach to different
with changing the lesson to fit different learning styles, and have not had learning styles. I intend to read lectures or listen to other teachers on the
the opportunity to really work with IEP students either. subject, to understand how someone may learn differently than I did. As
well as this, I will visit other teachers and observe how they teach lessons
and how they differentiate for different students. I also will visit with the
Special Education instructors to see how they work with their students, to
learn how to better work with IEP students.
Aspect 2: I would like to increase usage of games in the classroom. The In the future, I plan on using more games in the classroom. I want to
most successful lessons involved the use of games to increase student observe physical education teachers, to see how they can use physical
interaction. activity to increase learning. While it is a different area than history, I
believe I could learn valuable lessons in doing so. In addition, I want to
research how to plan out Jeopardy games and other PowerPoint game
types to increase student motivation. I believe that by learning how to
integrate games into the classroom, individual or in groups, I can create
greater student interest and motivation in learning.

REFERENCES
"Building Demographic Data." Missouri Comprehensive Data System. Accessed November 21,
2017. https://tinyurl.com/yc3skmd5
"District Demographic Data." Missouri Comprehensive Data System. Accessed November 21,
2017. https://tinyurl.com/y8wuj4zo
"Quick Facts; Webb City RVII School District" Missouri Comprehensive Data System.
Accessed November 21, 2017.
https://mcds.dese.mo.gov/quickfacts/SitePages/DistrictInfo.aspx?
ID=__bk8100030043009300130043004300.

APPENDIX A

Classroom Student Demographics
Overall Students: 17
Males: 5
Females: 12
African-American: 1
Hispanic: 1
White: 15
Legend

APPENDIX B
Teacher: Ian Mitchell

Subject Area: Geography
Grade Level: Ninth Grade
Unit Title: Europe
Lesson Title: The Alps
Date: October 16, 2017
Objectives:.
1. Understanding how physical geography can change a cultures development.
2. Explaining how the Alps were formed and are still developing.
3. Identify where mountains have influenced European culture and religion.
Materials Needed: Notebook and pencil. Textbook. The Alps video guide.
Anticipatory Set:
1. The Alps were formed millions upon millions of years ago.
2. These mountains are still developing to this day, changing and shifting with the times.
3. Of course, the Alps are not the only mountains in Europe. There are several other ranges of note.
4. The Alps create the single largest dividing line in European culture, between North and South.
5. Understanding European physical geography means understanding how the Alps were formed and how
they are still changing.
Objective: Students should be able to follow along with the notes, either on their own or with the guide. While
doing so, students should be able to identify at least two major European mountain ranges. These could be the
Alps, the Scandinavian or the Pyrenees as examples. There should be at least these two, preferably more, named
by the end of the lesson. Students should also be able to explain where these ranges are located. And how they
have influenced European culture and geography. Lastly, the students should be able to explain how these
mountains- specifically the Alps -were formed. And how this influenced the physical geography of the regions
they are located in.
Input: Students are expected to know at least one way mountains can be formed.
Model: To demonstrate this subject, a powerpoint will be provided. This will focus on how the Alps have
developed, along with how it has influenced European history. After the powerpoint, the students will watch a
documentary on the Alps. How the Earth Was Made will give a firm background knowledge base on how the
mountains were formed. As well as how it has changed the geography of Europe around the Alps.
During the video, students will be expected to follow along with the video guide. This will show they are paying
attention and gaining the background knowledge. As well as keeping them focused on the video instead of
sleeping or talking with their neighbors.
Check for Understanding: Students that have understood the lesson will be able to identify the major
European mountains. In addition, they will be able to show which ranges are in which region. In so doing, they
can understand how European physical geography has developed, and how that has changed cultural barriers.
All questions will relate in some way to mountains and their impact on Europe.
Guided Practice: Students will watch the How the Earth Was Made video and discuss with the class when it is
complete.
Closure: There will be a review of the days lesson in the form of a guided discussion.
Independent Practice: Students will have the Alps video guide to work on, in addition to working on their
Country Research Projects.

Teacher: Ian Mitchell
Subject Area: Geography
Grade Level: Ninth Grade
Unit Title: Europe
Lesson Title: European Cultures
Date: October 20, 2017
Objectives:.
4. Understanding how physical geography can change a cultures development.
5. Explaining how European cultures have caused warfare between countries.
6. Identify how language divisions mark cultural divisions.
Materials Needed: Notebook and pencil. Textbook. Europe Map Study Guide.
Anticipatory Set:
6. European civilization descends from the Greeks and Romans.
7. Language is the defining factor in European culture. Germans speak German and French speak
French.
8. Some of these cultures have mixed together with others, taking on parts of both.
9. The largest division in European culture is between Western and Eastern Europe.
10. To understand European history it is very important to understand and identify where the divisions in
culture have caused conflict.
Objective: Students should be able to follow along with the notes, either on their own or with the guide. In
addition, the students should be able to identify major European cultures. Examples can include the French, the
English or the Germans. Furthermore, there should be an understanding of where these cultures are located in
Europe. Students should be able to explain these differences, such as Russia being the major Eastern culture
while French is a major Western culture. Finally, they should understand how these cultures have changed
Europe over the centuries.
Input: It should be expected that students at least know the major European cultures and which language they
correspond to.
Model: To demonstrate this subject, a powerpoint will be provided. This will focus on political borders in
Europe with several maps provided. First, a map of Europe prior to World War One. Then a map of modern
Europe, circa-the early 1990s. These are intended to show how the borders have changed. With the intention of
giving the students and example of how European cultures shape European countries. And how wars can erupt
from the differences in these cultures.
During the review for the Map Test, a short game will be played. A ball will be tossed back in forth between the
instructor and the students, with the students naming a country and identifying it on a blank map when they
catch the ball.
Check for Understanding: Students that have understood the lesson will be able to identify the major
European cultures. Furthermore, they should be able to show how these cultures have created countries around
them. By doing this, the students will be able to understand how Europes borders have changed and use it on
their Map Test. Questions on the subject will focus on studying for that test.
Guided Practice: At the end of class, the Review for the Map Test will consist of throwing around the ball.
This will be done to help aid the students on studying for the test.
Closure: There will be a preview of the next lesson, after the review has been completed.
Independent Practice: Students will be given Guided Practice 13-1 to do as homework. This will give them
something to work on and to help prepare for the Unit Test without being a major project.

APPENDIX C
Name: ______________
Hour: _______________
Geography Unit 3 Pretest

Europe
Directions: Choose the best answer for each question. (1pt each)
1. In terms of area, Europe is the ____ continent.

a. smallest
b. second smallest
c. second largest
d. third smallest
2. The ______ Mountains are generally considered the dividing line between Europe and Asia.
a. Atlas
b. Alps
c. Ural
d. Carpathian
3. A mild ____ climate is found in most of southern Europe.

a. Subtropical
b. Mediterranean
c. Tropical
d. Tundra
4. Hot, dry winds from Africa are called

a. foehns.
b. loess.
c. mistrals.
d. Siroccos.
5. How does the Netherlands protect its lowland areas?

a. with dikes to hold back the sea
b. with dikes to hold in rivers and lakes
c. by planting grasses whose roots trap water in the soil
d. by excavating fjords that hold back the sea
6. The Pyrenees Mountains separate the ____ Peninsula from the rest of Europe.
a. Apennine
b. Iberian
c. Scandinavian
d. Balkan
7. Jagged coastlines with fjords are characteristic of __________

a. Southern Mediterranean.
b. Southern Portugal.
c. Western Scandinavia.
d. Eastern Mediterranean
8. The Italian Peninsula extends into the _____ Sea.

a. Mediterranean
b. Black
c. North
d. Baltic
9. The English Channel is the narrow strip of water that separates southern England from the northern
part of what country?
a. Denmark
b. France
c. Germany
d. Spain
10. Europes Marine West Coast climate

a. provides a good environment for coniferous trees.
b. has mild winters, cool summers, and abundant rain.
c. is prevalent in eastern Europe.
d. has cold winters, heavy snowfall, and cool, short summers.
11. The Alps, a mountain system of Central Europe, stretches across most of which of the following
countries?
a. Spain
b. Norway
c. Switzerland
d. Poland
12. The ____ civilizations shaped modern European culture.

a. Roman and English
b. Greek and Alexandrian
c. Greek and Roman
d. Roman and Parisian
13. What economic and political organization of 27 countries unites most of Europe?
a. the Common Market
b. NATO
c. the Maastricht Treaty
d. the European Union
14. Due to its carefully guarded neutrality, which of the following cities has been selected as headquarters
for a wide array of governmental and nongovernmental organizations, like the United Nations?
a. Paris, France
b. Copenhagen, Denmark
c. Brussels, Belgium
d. Geneva, Switzerland
15. Historically and in modern times, what commercial waterway of Central Europe flows through 10
European countries and empties into the Black Sea?
a. Danube River
b. Rhine River
c. Elbe River
d. Volga River
16. What is the smallest independent state in the world and residence of the spiritual leadership of the
Roman Catholic Church?
a. Rome
b. Vatican

c. Holy Roman Empire
d. Crete
17. What is the goal of the European Union?

a. Foster economic cooperation and peace in Europe.
b. Share all their profits, goods, and services.
c. Unite all European countries in single language and culture.
d. Establish one European government that rules the continent.
18. Current members of the European Union, Latvia, Lithuania, and Estonia, were under the iron curtain
of what former regional superpower?
a. Soviet Union
b. Holy Roman Empire
c. Nazi Germany
d. Imperial Russia
19. Who is the European Unions top trading partner?

a. China
b. Russia
c. Japan
d. United States
20. The 21st Century has seen a rise in European immigration rates. The majority of the immigrants to
Europe come from which of the following regions?
a. North Africa and the Middle East
b. North and South America
c. East Asia
d. Sub-saharan Africa
Constructed Response Assessment Prompts

9 points each.
Directions: Choose 2 out of the 5 prompts and compose a constructive response for each.
Be sure to include a topic sentence, 2 supporting details and a concluding sentence. This must be in
paragraph format.
A. How was a specific physical feature of Europe formed?

B. How have bodies of water shaped the cultural geography of a region?
C. How has the interaction between humans and the environment affected a region?
D. What are the causes and effects of immigration in Europe?
E. How do government/economic policies influence a region?
Constructive Response Rubric

Strong - 3 Average - 2 Weak - 1
Paragraph Format Paragraph contains all Paragraph contains 2 of Paragraph does not
(Contains topic required elements. the required elements. follow the required
sentence, minimum 2 format. No topic
supporting details, and sentence, no
concluding sentence.) concluding sentence.
Factual Evidence Evidence presented Most of the evidence Evidence presented

(Response is factual supports the topic presented supports the does not support topic

and provides evidence sentence and is topic sentence and is sentence and is not
to support topic factual. factual. factual.
sentence)
Standard English Paragraph contains Paragraph contains 1-2 Paragraph contains

(Complete sentences, complete sentences, errors in sentence more than 3 errors in
punctuation, and proper punctuation, structure, sentence structure,
Capitalization) and all proper nouns punctuation,and punctuation, and
are capitalized. capitalization. capitalization.
Pretest Scoring Guide:
Answer Key
1. B
2. C
3. B
4. D
5. A
6. B
7. C
8. A
9. B
10. B
11. C
12. C
13. D
14. D
15. A
16. B
17. A
18. A
19. D
20. A
Formative Assessment:
Unit Three Test Review
Instructions: Complete and review for the Test.
Indicator 1:
1. Vocabulary
a. Sirocco-
b. Europe-
c. Ural Mountains-
d. Pyrenes Mountains-
e. English Channel-
f. European Union-
2. The Alps are a mountain chain in Central Europe. Which countries do they stretch through?
a. The Alps divide which regions of Europe?
3. These two ancient cultures are the source of Western European culture-
a.
b.
4. Danube River- how many countries does it flow through?
a. Name two of these countries-

5. What is the smallest country in Europe and the world?
a. What church rules this country?
6. What is the common currency of the European Union?
7. The Iron Curtain separated Western and Eastern Europe. Which country ruled in the East?
8. Immigration is an issue in Europe today. Where do these immigrants come into Europe from?

Constructed Response Questions: Choose One
A. How was a specific physical feature of Europe formed?
B. How have bodies of water shaped the cultural geography of a region?
C. How has the interaction between humans and the environment affected a region?
D. What are the causes and effects of immigration in Europe?
E. How do government/economic policies influence a region?
Unit Three Review Answer Key:
Unit Three Test Review

Instructions: Complete and review for the Test.
Indicator 1:
9. Vocabulary
g. Sirocco-
Hot Dry Winds out of North Africa
h. Europe-
Second smallest continent in size.
i. Ural Mountains-
Border Between Europe and Asia
j. Pyrenes Mountains-
Mountains on the border of France and Spain
k. English Channel-
Body of water dividing England and France.
l. European Union-
Multinational union of 27 European countries
10. The Alps are a mountain chain in Central Europe. Which countries do they stretch through?
Germany, France, Switzerland, Slovenia, Italy, Austria, Liechtenstein
b. The Alps divide which regions of Europe?
Northern and Southern
OR

Central and Southern
11. These two ancient cultures are the source of Western European culture-
c. Greek
d. Roman
12. Danube River- how many countries does it flow through?

Ten countries
13. Name two of these countries- Germany, Austria, Slovakia, Hungary, Croatia, Serbia, Bulgaria, Romania and
Ukraine.
14. What is the smallest country in Europe and the world?
Vatican City
b. What church rules this country?
Roman Catholic Church
15. What is the common currency of the European Union?
The Euro
16. The Iron Curtain separated Western and Eastern Europe. Which country ruled in the East?
The Soviet Union
17. Immigration is an issue in Europe today. Where do these immigrants come into Europe from?
The Middle East and North Africa
Name: ______________
Hour: _______________
Geography Unit 3 Test

Europe
Directions: Choose the best answer for each question. (1pt each)
2. In terms of area, Europe is the ____ continent.

a. smallest
b. second smallest
c. second largest
d. third smallest
3. The ______ Mountains are generally considered the dividing line between Europe and Asia.
e. Atlas
f. Alps
g. Ural
h. Carpathian

4. A mild ____ climate is found in most of southern Europe.
e. Subtropical
f. Mediterranean
g. Tropical
h. Tundra
5. Hot, dry winds from Africa are called

e. foehns.
f. loess.
g. mistrals.
h. Siroccos.
6. How does the Netherlands protect its lowland areas?

e. with dikes to hold back the sea
f. with dikes to hold in rivers and lakes
g. by planting grasses whose roots trap water in the soil
h. by excavating fjords that hold back the sea
7. The Pyrenees Mountains separate the ____ Peninsula from the rest of Europe.
e. Apennine
f. Iberian
g. Scandinavian
h. Balkan
8. Jagged coastlines with fjords are characteristic of __________

e. Southern Mediterranean.
f. Southern Portugal.
g. Western Scandinavia.
h. Eastern Mediterranean
9. The Italian Peninsula extends into the _____ Sea.

e. Mediterranean
f. Black
g. North
h. Baltic
10. The English Channel is the narrow strip of water that separates southern England from the northern
part of what country?
e. Denmark
f. France
g. Germany
h. Spain
11. Europes Marine West Coast climate

e. provides a good environment for coniferous trees.
f. has mild winters, cool summers, and abundant rain.
g. is prevalent in eastern Europe.
h. has cold winters, heavy snowfall, and cool, short summers.
12. The Alps, a mountain system of Central Europe, stretches across most of which of the following
countries?
e. Spain
f. Norway
g. Switzerland

h. Poland
13. The ____ civilizations shaped modern European culture.

e. Roman and English
f. Greek and Alexandrian
g. Greek and Roman
h. Roman and Parisian
14. What economic and political organization of 27 countries unites most of Europe?
e. the Common Market
f. NATO
g. the Maastricht Treaty
h. the European Union
15. Due to its carefully guarded neutrality, which of the following cities has been selected as headquarters
for a wide array of governmental and nongovernmental organizations, like the United Nations?
e. Paris, France
f. Copenhagen, Denmark
g. Brussels, Belgium
h. Geneva, Switzerland
16. Historically and in modern times, what commercial waterway of Central Europe flows through 10
European countries and empties into the Black Sea?
e. Danube River
f. Rhine River
g. Elbe River
h. Volga River
17. What is the smallest independent state in the world and residence of the spiritual leadership of the
Roman Catholic Church?
e. Rome
f. Vatican
g. Holy Roman Empire
h. Crete
18. What is the goal of the European Union?

e. Foster economic cooperation and peace in Europe.
f. Share all their profits, goods, and services.
g. Unite all European countries in single language and culture.
h. Establish one European government that rules the continent.
19. Current members of the European Union, Latvia, Lithuania, and Estonia, were under the iron curtain
of what former regional superpower?
e. Soviet Union
f. Holy Roman Empire
g. Nazi Germany
h. Imperial Russia
20. Who is the European Unions top trading partner?

e. China
f. Russia
g. Japan
h. United States

21. The 21st Century has seen a rise in European immigration rates. The majority of the immigrants to
Europe come from which of the following regions?
e. North Africa and the Middle East
f. North and South America
g. East Asia
h. Sub-saharan Africa
Constructed Response Assessment Prompts

9 points each.
Directions: Choose 2 out of the 5 prompts and compose a constructive response for each.
Be sure to include a topic sentence, 2 supporting details and a concluding sentence. This must be in
paragraph format.
F. How was a specific physical feature of Europe formed?

G. How have bodies of water shaped the cultural geography of a region?
H. How has the interaction between humans and the environment affected a region?
I. What are the causes and effects of immigration in Europe?
J. How do government/economic policies influence a region?
Constructive Response Rubric

Strong - 3 Average - 2 Weak - 1
Paragraph Format Paragraph contains all Paragraph contains 2 of Paragraph does not
(Contains topic required elements. the required elements. follow the required
sentence, minimum 2 format. No topic
supporting details, and sentence, no
concluding sentence.) concluding sentence.
Factual Evidence Evidence presented Most of the evidence Evidence presented

(Response is factual supports the topic presented supports the does not support topic
and provides evidence sentence and is topic sentence and is sentence and is not
to support topic factual. factual. factual.
sentence)
Standard English Paragraph contains Paragraph contains 1-2 Paragraph contains

(Complete sentences, complete sentences, errors in sentence more than 3 errors in
punctuation, and proper punctuation, structure, sentence structure,
Capitalization) and all proper nouns punctuation,and punctuation, and
are capitalized. capitalization. capitalization.
Unit Test Scoring Guide:
Answer Key
1. B
2. C
3. B
4. D
5. A
6. B
7. C
8. A
9. B
10. B
11. C
12. C
13. D
14. D
15. A
16. B
17. A
18. A
19. D
20. A
World Geography: Unit Three Europe

Formative and Summative Scores
Pre-Test Unit Test Difference % Gain
All
Mean 41.3 78 36.7 88%

Median 42 73 31
Mode 26, 34, 50 73
Boys:
Mean 31.2 76.2 45 124%

Median 34 81 47
Mode No Mode No Mode

Girls:
Mean 45 78 33 73%
Median 47 73 26
Mode No Mode 71
Class Scores
Boys Scores
Girls Scores

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TEACHER WORK SAMPLE

Your First and Last Name: Ian Mitchell

Date Submitted: 12/3/2017

District where you completed

Name of School Building

Content Area of your TWS: Social Studies

TWS Unit Topic: Unit Three: Europe

Grade Level of the

Pittsburg State University Teacher Work Sample 1

Pittsburg State University Teacher Work Sample 2

Subgroup Selected (describe the group) : Males/Females

Pittsburg State University Teacher Work Sample 3

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C. Sub- Groups/Students Information

Pittsburg State University Teacher Work Sample 5

Pittsburg State University Teacher Work Sample 6

D. Narrative Implications for Sub-Groups/Focus Students Instruction (limited to 1 page)

Pittsburg State University Teacher Work Sample 7

Pittsburg State University Teacher Work Sample 8

Pittsburg State University Teacher Work Sample 9

4. Identify and solve

Table 2.1 Instructional Design Unit Plan

Pittsburg State University Teacher Work Sample 10

Check for prior knowledge and

Narrative for Instructional Design

Pittsburg State University Teacher Work Sample 11

Provide a copy of two complete detailed lesson plans in Appendix B.

Pittsburg State University Teacher Work Sample 12

A. Narrative: Daily Teaching Reflections (limited to 4 pages)

Pittsburg State University Teacher Work Sample 13

Pittsburg State University Teacher Work Sample 16

Pittsburg State University Teacher Work Sample 17

Narrative: Analysis of Assessment

Pittsburg State University Teacher Work Sample 18

Pittsburg State University Teacher Work Sample 19

Pittsburg State University Teacher Work Sample 20

H. Visual Representation of Disaggregated Data

Pittsburg State University Teacher Work Sample 21

A. Narrative description of Successful Activities and future implications

Based on the analysis of all the assessment

Pittsburg State University Teacher Work Sample 22

TABLE 4.1 Communication Log

Pittsburg State University Teacher Work Sample 23

Add rows as needed

C. Narrative Reflection on Impact of Communications (limited to 1 page)

D. Narrative Reflection on Future Professional Development (limited to 1page)

Pittsburg State University Teacher Work Sample 25

Pittsburg State University Teacher Work Sample 26

Pittsburg State University Teacher Work Sample 27

Pittsburg State University Teacher Work Sample 28

Teacher: Ian Mitchell

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Pittsburg State University Teacher Work Sample 30

Geography Unit 3 Pretest

1. In terms of area, Europe is the ____ continent.

3. A mild ____ climate is found in most of southern Europe.

4. Hot, dry winds from Africa are called

5. How does the Netherlands protect its lowland areas?

7. Jagged coastlines with fjords are characteristic of __________

8. The Italian Peninsula extends into the _____ Sea.

10. Europes Marine West Coast climate

12. The ____ civilizations shaped modern European culture.