TT2: Unit Work Sample



TT2: Unit Work SampleTeacher’s name FORMTEXT Shelldon WillisContract level FORMTEXT AnnualDistrict FORMTEXT Georgetown School DistrictSchool FORMTEXT Georgetown High SchoolAcademic year FORMTEXT 2014 - 2015Evaluation period FORMCHECKBOX Preliminary FORMCHECKBOX FinalCourse FORMTEXT Algebra 2 (1rd Block)Unit title and/or description FORMTEXT Chapter 1 - Foundations of FunctionsDates of unitfrom FORMTEXT 1/27/14to FORMTEXT 2/13/14Number of lessons in unit FORMTEXT 5UWS Section I: Major Unit Objectives (Key Element 2.A)Describe the major objectives of the unit. (Check one of the following two options.) FORMCHECKBOX The major unit objectives are described in a separate document. (Note: A copy of this document must be included in the dossier.) FORMCHECKBOX The major unit objectives are described in the table below.Major Unit Objectives (Key Element 2.A) FORMTEXT Apply transformations to points and sets of points. FORMTEXT Interpret transformations of real - world data. FORMTEXT Identify parent functions from graphs and equations. FORMTEXT Use parent functions to model real - world data and make estimates for unknown values. FORMTEXT Transform linear functions.Solve problems involving linear transformations.Fit scatter plot data using linear models with and without technologyUse linear models to make predictions.Reflect on the unit objectives (Key Element 2.A): How did you craft these objectives so that the students understand both the objectives and their relevance? FORMTEXT The unit objectives are derived from the Common Core Standards for Algebra 2. The objectives were also included in the pacing guide created during a professional day in August 2013 by Algebra 2 teachers in the district. These objectives are addressed in the second unit. Students have learned about linear functions in previous math courses. By introducing functions with linear functions the students will be able to make a connection to something they have previously learned. Using previously learned material, the students will be able to build and develop skills they will need throughout the course. Building a foundation early will help the students later on, and allow them to focus on the more difficult concepts. UWS Section II: Unit Plan (Key Element 2.B)Describe your instructional plan—that is, the sequence of steps that you need to follow if your students are to achieve the unit objectives—including the key activities or strategies and resources (e.g., materials, technology). (Check one of the following two options.) FORMCHECKBOX The instructional plan for the unit is described in a separate document. (Note: A copy of this document must be included in the dossier.) FORMCHECKBOX The instructional plan for the unit is described in the table below.Instructional Plan for the Unit (Key Element 2.B) FORMTEXT Pre - AssessmentMaterials: pencil, calculator, pre - assessmentSummary: The pre - assessment will be used to evaluate what the students recall from previous math courses. This assessment will aid in structuring the unit. FORMTEXT Lesson 1.1Materials: pencil, calculator, lesson 1.1 notes, smart board notebook, note answer keySummary: In lesson 1.1 the students will begin by learning about transformations. To start the students will learn about moving a point around a coordinate plane. The students will be given graph paper to help them with the transformations. From there, the students will be able to develop the algebra that is related to those transformations (i.e. adding or subtracting). The students will work through examples following teacher instruction, as well as, independently practicing the concepts.Classwork: The students will complete practice worksheet 1.1. If the assignment is not completed in class the students will finish it for homework. FORMTEXT Lesson 1.2Materials: pencil, calculator, lesson 1.2 notes, smart board notebook, note answer keySummary: The students will learn about parent functions by learning their shape and rule. Each parent function will be discussed in terms of their rule, graph, domain, range, and intersection of the y - axis. Students will complete examples with teacher instruction, as well as, independently practicing the concepts. Students will also work through examples with real world connections.Classwork: Students will complete page 18 #2 - 10. If the assignment is not completed in class the students will need to finish it for homework. FORMTEXT Review Lessons 1.1 and l.2Materials: pencil, calculator, review 1.1 and 1.2, review smart board notebook, review answer keySummary: The students will spend half the class period completing the review packet independently. This will test the students true understanding and ability levels. The second half of the class will be spent going over the review and answering questions.Classwork: review 1.1 and 1.2; study for quiz FORMTEXT Quiz Lessons 1.1 and 1.2Materials: pencil, calculator, review 1.1 and 1.2 packet, quiz 1.1 and 1.2, quiz answer keySummary: The students will test their understanding of the material covered in the first two lessons but completing the quiz on lessons 1.1 and 1.2. Once the students have completed the quiz, they will work on and complete a review of linear equations.Classwork: Quiz 1.1 and 1.2 and linear equations worksheet FORMTEXT Lesson 1.3 Day 1Materials: pencil, lesson 1.3 day #1 notes, calculator, smart board notebook, note answer keySummary: Students will begin learning about transforming linear functions. A general format will be introduced to the students to help them transform each function. The general form resembles those of functions they will see later on in the course.Classwork: page 28 #1 - 5, 12 - 15 FORMTEXT Lesson 1.3 Day 2Materials: pencil, lesson 1.3 day #2 notes, calculator, smart board notebook, note answer keySummary: The students will review the transformations introduced the day before. Further examples and practice problems will be used. Students will be able to transform a function once, and then transform the new function again to replicate a double transformation. The students will also be able to write a linear equation through given points and then transform that function accordingly. Classwork: Practice 1.3 worksheet FORMTEXT Lesson 1.4Materials: pencil, lesson 1.4 notes, graphing calculator, smart board notebook, note answer key, TI SmartView Summary: The students will use their skills from science class to create a scatter plot and construct a line of best fit. In their science course the students create scatter plots to represent their data collected in an experiment. The students then draw a line of best fit that accurately signifies their data. The students will be able to do this by hand, as well as, using a graphing a calculator. Once the students have their line of best fit, they will be able to make predictions using their data. The students will complete examples with teacher instruction, and work up to independently practicing the concepts.Classwork: page 36 - 37 #1-9 FORMTEXT Linear Inequality Word ProblemsMaterials: pencil, Linear Inequality Word Problem notes, ruler, calculator, smart board notebook, not answer key, Linear Inequality Word Problem Worksheet Summary: The students will be able to write linear inequalities and use them to find solutions to the word problem. The inequalities will require the use of two variables. The students will need to write and solve each inequality. The students will then need to graph the inequality on a coordinate grid and identify the solution area. Classwork: Linear Inequality Classwork Worksheet????? FORMTEXT Chapter 1 ReviewMaterials: pencil, graphing calculator, chapter review packet, smart board review notebook, review answer keySummary: The students will spend the majority of class working through the chapter review. The last twenty minutes of class will be spent going over the review and answering questions the students may have.Classwork: chapter 1 reviewChapter 1 Post - Assessment (Test)Materials: pencil, graphing calculator, chapter review packet, smart board review notebook, review answer key, chapter 1 test, chapter 1 test answer keySummary: The first fifteen minutes of class will be spent reviewing what was not covered the previous day. Questions that the students still have will be addressed before the test is administered. The students will complete the chapter 1 test to the best of their abilities.Classwork: introduction to chapter 2 worksheetReflect on the instructional plan for the unit (Key Element 2.B): How does this instructional plan establish a balance between grade-level academic standards and expectations and the needs, abilities, and developmental levels of individual students? FORMTEXT The instructional plan is constructed according to the Common Core Standards for Algebra 2. In each lesson the students are provided with guided notes. The notes are not complete but provide each student with examples, charts, graphs, etc. that are needed throughout the lesson. The notes give the students organization and provide them with a study aid. In each lesson there are multiple examples of each concept, so that the students can follow teacher instruction and practice the concepts independently. Each lesson is designed so the students practice each concept multiple times to help them better understand and comprehend the material. A mid - chapter quiz is given so the students master the beginning lessons before moving on to the remainder of the chapter. Reviews are given before the quiz and final assessment so the students practice the concepts and further develop their understanding.?????UWS Section III: Unit Assessments (Key Element 3.A)List the key unit assessments.Key Unit Assessments (Key Element 3.A)Type of Assessment(Check one for each assessment))Teacher-Made(Note: A copy of each teacher-made assessment must be included in the dossier.)Commercially Available FORMTEXT Pre - Test FORMCHECKBOX FORMCHECKBOX FORMTEXT Quiz 1.1 - 1.2 FORMCHECKBOX FORMCHECKBOX FORMTEXT Chapter 1 Test FORMCHECKBOX FORMCHECKBOX FORMTEXT ????? FORMCHECKBOX FORMCHECKBOX FORMTEXT ????? FORMCHECKBOX FORMCHECKBOX Reflect on the unit assessments (Key Element 3.A): How did you determine that your unit assessments are valid and reliable for all students? FORMTEXT The assessments given in the unit were valid and reliable because they were created by following the Common Core Standards for Algebra 2. Before each assessment, students were given review packets containing problems that were similar to those on their assessment. There were not questions on the assessments that the students had not seen previously.UWS Section IV: Analysis of Student Performance (Key Element 3.B)Reflect on the analysis of student performance (Key Element 3.B): How did you analyze your assessment data for formative purposes in order to (1) increase your understanding of individual students’ strengths and weaknesses and (2) determine specific aspects of instruction that need to be modified? FORMTEXT Students were assessed daily through classroom observation and classwork assignments. They were also assessed through the quiz and the test. By completing the assignments, the students were able to demonstrate their understanding of each lesson. Since classwork assignments were given daily, I was able to observe and independently see where the students were succeeding, and where they were struggling and address those issues immediately. One of the weaknesses the students had was in lesson 1.3, transforming linear functions. Students have been taught in the past that linear functions are in the form y = mx + b. When it comes to transforming this function it was hard for the students to wrap their brains around where each transformation was to go in the equation. A “standard form” was developed to help them better comprehend the transformations. This “standard form” was produced to mimic other standard formulas they will see in future units. It was created to begin forming a foundation for the students. A strength the students had was in transforming a point by only using a table. They were very good at moving a point left, right, up, down, reflecting, and vertically and horizontally stretching and compressing.UWS Section V: Response to Formative Analysis (Key Element 2.C)Reflect on the findings of the formative analysis (Key Element 2.C): Did you need to adjust your unit plan, or do you foresee the need to make adjustments to future unit plans for these students? Why or why not? FORMTEXT There was need to adjust my lesson plans as students were still having problems with basic algebraic skills such as signs computations, like terms and equations. To remedy that problem, I had to reinforce these in the warm up activity so student were able to shed some light on their misconceptions and difficulties. In the future I will focus more on lesson 1.3. I may create an assessment solely on the transformation of linear functions. The other lessons throughout the unit went as I expected. As for future units in this course, the amount of information the unit asks the students to recall, will determine the amount of review/recall time I spend on the topic. To help with recalling information throughout the course I plan to incorporate a review in each unit that requires the students to review concepts they have previously learned. This will help the students prepare for their final at the end of the course.UWS Section VI: Summative Feedback (Key Element 3.C)Reflect on the summative feedback (Key Element 3.C): How did you determine the relationship between student performance data and the grades (or other performance indicators) that you assigned to the students? FORMTEXT The grade each student received was determined from the answer key that was created for the post - assessment. The students could earn a total of 45 points on the test. That score was then turned into a percent out of 100. The following table shows each students achievement between the pre - test and the post - test.Student Pre - Test Score Quiz 1.1 and 1.2 Post - Test Score (out of 100) (out of 100) (out of 100)Student #1 56 90 83Student #2 56 65 77Student #3 45 88 85Student #4 34 65 72Student #5 18 90 83Student #6 62 100 100Student #7 46 73 80Student #8 29 35 70Student #9 25 75 67Student #10 40 73 87Student #11 43 80 80Student #12 61 90 78Student #13 35 98 70Student #14 40 84 70Student #15 50 78 73Stuudent#16 65 98 74Students#17 47 93 85All of the students improved from the pre - test to the post test; some more substantially than others. There was one out of the 17 students who did not pass the unit. Approximately 94 percent of students scored 70 percent and above which concluded that these students showed mastery of the stanadards. ................
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