CARSON-NEWMAN COLLEGE
Student Teacher Work Sample Cover Page
Student Teacher Name: Derek Voiles
School/Grade/Subject: White Pine School/7th Grade/Language Arts
Date: May 6, 2010
Teaching Context for the Work Sample
Provide a description of classroom characteristics that include a state of:
Grade levels
• 7th Grade
Daily schedule summary
• 8:05 – 8:15 Homeroom
• 8:19 – 9:01 Reading – Ball (7B)
• 9:05 – 9:47 – Planning Period
• 9:51 – 10:33 Language Arts – Lares (7A)
• 10:37 – 11:19 – Language Arts – Lares (7A)
• 11:23 – 12:05 – Language Arts – Sharp (7D)
• 12:09 – 1:27 – Language Arts – Sharp (7D)
o 12:20 – 12:50 Lunch
• 1:31 – 2:14 – Language Arts – Wice (7C)
• 2:18 – 3:00 – Language Arts – Wice (7C)
Resources available (equipment and supplies)
• Classroom Computer
• Television
• DVD player
• VHS player
• Jefferson County Website
• Textbooks-Teacher Editions, Workbooks
• Teacher-Generated PowerPoint(s)
• TV review games
• Computer Lab
• Library
• Teacher Work-room
• Printer
Assistance available (instructional assistants, volunteers, resource teachers, others)
• Teacher Assistant- 4th and 5th
• Computer Resource Teacher
• Reading Specialist
• Speech Teacher
• Special Education Teacher
Identify the student characteristics:
Ages
Number of students enrolled in classes
Number of males/females
Number of students typically present
Number of ESL students in class
Number of students in class with IEPs
Number of 504 identified students in class
Number of student on free or reduced lunch
Number of students in supplementary programs (Title I, gifted)
12-13 years old
21
9/11
18
0
3
2
16
Title I
Level of diversity by category (use low, medium or high in the blanks)
Ages
low
Languages
medium
Achievement/Developmental Levels
medium
Cultures
medium
Describe any special circumstances that are relevant to this work sample.
- There is 1 student that was not factored into this work sample because they were not present
during the subject that it was administered in. Therefore there are only sixty students that were
pre- and post-assessed for this unit.
Describe any adjustments made to accommodate one or more of the diversity categories of
learners identified above for the work sample:
- Due to the different developmental levels that are present within the classroom, during the
administration of the pre-and post-test the test was read to the students that are on a below-grade
reading level. The post-test was in the same format as the pre-test to minimize the confusion and
stress level for the students. I also wanted to be able to directly correlate the pre-test to the posttest and observe the differences among the achievement of the objectives. By creating the posttest to be almost an exact replica of the pre-test, then I feel that the results will show a more
accurate view of the students’ achievement of the objectives and the expansion of their
knowledge foundation.
Describe any adjustments made due to other class/student conditions:
-There were some make-up tests that had to be administered due to student absences.
The same test was administered and the students were given the same amount of time to
complete the test. The students were given as many days as they were absent in order to turn in
the missed work. For example, if a student were absent for two days then he/she would have two
additional days to complete and turn in the missed work – standard procedure at White Pine
School.
Work Sample Description
TopicThis work will sample will center on the novel Hatchet, by Gary Paulsen, and will specifically
cover the entire work, including the Epilogue.
Unit Length/Brief DescriptionThis unit is designed for a seventh grade English class. This is a literature unit in which students
will be presented with Paulsen’s Hatchet. This unit will be a 5-day long unit, consisting of five
50-minute lessons. It will focus on new vocabulary acquisition, the students building background
of what the author, working at identifying plot and summary of writing, becoming more adept at
recognizing cause and effect relationships, working at identifying internal and external conflicts,
and will help students identify sequence of events.
Unit Goals/Objectives0701.8.1 Use previously learned strategies to comprehend informational texts (e.g., formulate questions before,
during, and after reading; visualize, predict, identify the writer’s purpose).
0701.8.9 Identify and analyze the setting (location and time) and its impact on plot, character, and theme in literary
texts.
0701.8.2 Sequence and identify the plot’s main events, their causes, and the influence of each event on future
actions.
0701.8.3 Identify plot development techniques (e.g., foreshadowing and flashbacks) and explain their function in the
text.
0701.8.4 Identify and describe character (major/minor, antagonist/protagonists) features and relationships in literary
texts.
0701.8.18 Demonstrate understanding that an author’s individual viewpoint may differ from the general values,
attitudes, and beliefs of the author’s society and culture.
0701.8.2 Sequence and identify the plot’s main events, their causes, and the influence of each event on future
actions.
0701.8.7 Identify the kind(s) of conflict (e.g., person vs. person, person vs. self, person vs. environment, person vs.
technology) person in literary plots.
This unit relates to the Tennessee content standards. The objectives for students in this
unit are demonstrating his or her knowledge of analyzing the role and function of major/minor
characters and determining ways in which the author reveals those characters. Students will also
be able to identify and analyze internal and external conflict. The student will also demonstrate
his or her knowledge of making predictions about the related text. Students will demonstrate his
or her knowledge of utilizing an organizational structure that enhances the appeal to the audience
and is appropriate for the purpose (e.g., comparison and contrast, and cause-effect). Also, the
student will be able to distinguish between evidence that is directly stated, and evidence that is
implied – making inferences.
Unit Overview
DescriptionThis literature unit will be comprised of students participating in paired reading, viewing
slideshows containing pictures and quotes related to their reading, as well as activities involving
formulating cause and effect predictions, analyzing internal and external conflict, vocabulary
expansion, as well as plot summary and recognition. This unit will fall around the 5th month of
the spring semester on the 7th grade academic year.
RationaleThis unit is important to the 7th grade curriculum, and worth teaching, because it gives
students a good foundation for cause and effect relationships, as well as helps them learn how to
determine internal and external conflict when given a passage to read. It opens their eyes to the
fact that they can have positive and negative consequences, and that they play a part in
determining those consequences, just as Brian Robeson did in Hatchet. In addition, it teaches
them that order is important in life, when you make a decision there are always “effects” that
follow, when following a recipe, when getting ready for school, etc. It introduces important life
concepts.
Relationship to National StandardsThis unit relates to the national standards by covering important 7th grade skills such as
identifying cause and effect, identifying plot and summary, decoding internal and external
conflict, and relating text to history, life, and self.
ResourcesPaulson, Gary. Hatchet. Simon & Schuster: New York, 1996.
Scholastic Literature Guide. Hatchet. Scholastic: New York, 1998.
Unit Organizer
Lesson
Lesson 1:
Length
50 minutes
Intro to Hatchet
Setting, location, time,
and its impact on the
text.
Lesson 2:
Plot’s main events
and foreshadowing and
flashbacks
Objectives
0701.8.1 Use previously learned
strategies to comprehend informational
texts (e.g., formulate questions before,
during, and after reading; visualize,
predict, identify the writer’s purpose).
0701.8.9 Identify and analyze the setting
(location and time) and its impact on
plot, character, and theme in literary
texts.
50 minutes
0701.8.2 Sequence and identify the
plot’s main events, their causes, and the
influence of each event on future
actions.
0701.8.3 Identify plot development
techniques (e.g., foreshadowing and
flashbacks) and explain their function in
the text.
Assessment
Activity Description
I will give students a pre-test on
Hatchet in order to see what
previous knowledge they already
have on the novel and literary
elements within the book. Then I
will proceed to administer the test
and then lead into an intro activity
for the novel. There will be the
following items in the middle of
the student’s desks: a flashlight, a
rope, and a trash bag. Students
will be handed a worksheet,
Survival Story Handout
(Attachment 1), that ask them 5
questions about the materials
laying in a pile on their desks.
There will be the following
items in the middle of the
student’s desks: a flashlight,
a rope, and a trash bag.
Students will be handed a
worksheet, Survival Story
Handout (Attachment 1), that
ask them 5 questions about
the materials laying in a pile
on their desks. Furthermore,
after answering these
questions students will be
asked to create a “realistic”
survival story based on the
materials given and their
knowledge of the wilderness!
I will have students work together
and answer the questions on their
Making Meaning Handouts.
Then, as a class we will go over
the answers together. Then
section 1-6 questions will be
completed.
I will tell remind students
that Hatchet is a novel about
a young boy’s survival of the
Canadian wilderness and his
parents’ divorce. We will go
over this sheet as a class and
then read the book. I will
direct students to get out their
books (Hatchet) and turn to
chapter 1. Then I will direct
students to follow along as
we read through chapters 1-4
as a class.
Special
Features
Audio CD
Worksheets
Audio CD
Worksheets
Lesson 3:
50 minutes
Cause and Effect
0701.8.4 Identify and describe character
(major/minor, antagonist/protagonists)
features and relationships in literary
texts.
0701.8.3 Identify moral dilemmas in
works of literature, as revealed by
character motivation and behavior
through the use of cause and effect.
Lesson 4:
90 minutes
Plot, Summary, and
Characterization
3001.8.1 Analyze the setting, plot,
theme, characterization, and narration of
classic and contemporary short stories
and novels.
3001.8.7 Identify how setting and
changes in setting can affect the literary
elements (e.g., plot, character, theme,
tone) in texts.
Lesson 5:
90 minutes
0701.1.19 Determine the appropriate
meaning of figurative language words or
phrases (e.g., idiom, metaphor, simile,
personification, pun) in passages.
0701.8.1 Demonstrate an understanding
of the basic elements of plot: exposition,
rising action, climax, falling action, and
resolution/denouement.
Students will then be given the
opportunity to review their study
handouts form yesterday and pose
questions for review, prior to
them taking chapter’s 5-8 quizzes
(Attachment 1). I will have
students put everything away and
get out a sheet of paper number 110 and leave space in between to
write down their answers.
I will then have them turn
into their books to chapter 5.
We will go over this sheet as
a class and then transition
into reading the book. I will
direct students to get out their
books (Hatchet) and turn to
chapter 5. Then I will direct
students to follow along as
we read through chapter 5-8
as a class.
The student will demonstrate his
or her knowledge of analyzing the
role and function of major/minor
characters and determining ways
in which the author reveals those
characters as we do an in class
activity on setting and plot.
There will be a set of events
written on the board and
students will be ask to put
them in chronological order.
Students will then be handed
a worksheet, 13-16 Making
Meaning Questions
(Attachment 1), that ask them
questions about the chapters
we have read and will
continue reading.
Vocabulary
Worksheet
The student will demonstrate his
or her knowledge of these weeks’
lessons, as we review for the test
that will be given to them in the
following class.
I will then have them turn
into their books to Chapter
18. We will go over this sheet
as a class and then transition
into reading the book. I will
direct students to get out their
books (Hatchet) and turn to
chapter 18. Then I will direct
students to follow along as
we read through chapter 18Epilogue.
Clock Partners
Audio CD
Worksheets
Audio CD
Worksheets
Audio CD
Worksheets
Hatchet
7th Grade
Language Arts
Standards:
0701.8.1 Use previously learned strategies to comprehend informational texts (e.g., formulate
questions before, during, and after reading; visualize, predict, identify the writer’s purpose).
0701.8.9 Identify and analyze the setting (location and time) and its impact on plot, character,
and theme in literary texts.
Objectives:
Students will be able Use previously learned strategies to comprehend informational texts (e.g.,
formulate questions before, during, and after reading; visualize, predict, identify the writer’s
purpose). Students will further be able to identify and analyze the setting (location and time) and
its impact on plot, character, and theme in literary texts.
Materials:
• Hatchet
• Flash Light, Rope, and Trash Bag
• Survival Story Handout (Attachment 1)
• About the Author Handout (Attachment 2)
Procedures:
Anticipatory set: Good morning/afternoon! Will write the word hatchet on the board and
ask students what they think the story in going to be about, based on the title of the work.
Proceeding will have students articulate what they predict the story is about. Afterwards, will tell
students about the story and its author, along with leading into the group activity.
(5 min.)
Direct Instruction:
I will give students a pre-test on Hatchet in order to see what previous knowledge they
already have on the novel and literary elements within the book. I will direct students to put
everything away and take out a pencil and cover sheet of paper. Then I will proceed to
administer the test and then lead into a intro activity for the novel. There will be the following
items in the middle of the student’s desks: a flashlight, a rope, and a trash bag. Students will be
handed a worksheet, Survival Story Handout (Attachment 1), that ask them 5 questions about the
materials laying in a pile on their desks. Furthermore, after answering these questions students
will be asked to create a “realistic” survival story based on the materials given and their
knowledge of the wilderness!
(15 min)
Guided Instruction:
I will tell remind students that Hatchet is a novel about a young boys survival of the
Canadian wilderness and his parents divorce. I will then give students a handout, About the
Author Handout (Attachment 2), on the author Gary Paulson. We will go over this sheet as a
class and then transition into reading the book. I will then give students a survival story handout
and transition into the independent (group pre-reading activity).
(10 min.)
Independent:
There will be the following items in the middle of the student’s desks: a flashlight, a rope,
and a trash bag. Students will be handed a worksheet, Survival Story Handout (Attachment 1),
that ask them 5 questions about the materials laying in a pile on their desks. Furthermore, after
answering these questions students will be asked to create a “realistic” survival story based on
the materials given and their knowledge of the wilderness!
(20min.)
Closure:
Students will be asked to vocalize – through re-answering the questions, “What qualities
do you think make someone a survivor? I will motivate students by asking if only heroes,
heroines, and celebrities are survivors? As students vocalize what they think I will go over what
they has written on the board. I will then tell the students good job today and encourage them to
review the words. I will conclude by telling students to have a good day!
Assessments:
Informal AssessmentI will observe and monitor as students are working on defining and illustrating their
chosen words. I will note students who seem to be struggling or lost with what we are doing.
Furthermore, I will take note of ones who have mastered this skill and are ahead. Also, when
presenting questions I will take mental note of eye contact and participation.
(Duration of class)
Formal AssessmentI will take up student’s worksheets, Survival Story Handout. Furthermore, I will check for
correct and complete worksheets and hand them back to them by next class.
(Overnight)
(Attachment 1)
Survival Story Handout
Gary Paulson’s Hatchet
Group Questions:
1. What do you consider to be a dangerous situation?
2. Where would your story take place?
3. What kind of person could survive it?
4. How would he or she do this?
5. Work as a group and think about a realistic tale of survival you could make into a story!
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
Hatchet
7th Grade
Language Arts
Standards:
0701.8.2 Sequence and identify the plot’s main events, their causes, and the influence of each
event on future actions.
0701.8.3 Identify plot development techniques (e.g., foreshadowing and flashbacks) and explain
their function in the text.
Objectives:
Students will be able to sequence and identify the plot’s main events, their causes, and the
influence of each event on future actions. Students will further be able to identify plot
development techniques (e.g., foreshadowing and flashbacks) and explain their function in the
text.
Materials:
• Hatchet
• 1-6 Making Meaning Questions (Attachment 1)
• 1-6 Words to Own (Attachment 2)
Procedures:
Anticipatory set: Good morning/afternoon! Will write the word Hatchet on the board and
have students think about what event do they think will happen first in the novel. Then I will
review with students about what they wrote about yesterday and what they think makes someone
a survivor in the wilderness.
(5 min.)
Direct Instruction:
There will be a set of characteristics that make someone a survivor written on the board
and students will be ask to put them in order of which they think is most important to least
important. Students will then be handed a worksheet, 1-6 Making Meaning Questions
(Attachment 1), which ask them questions about the chapters we will be reading. I will also hand
out a vocabulary worksheet, 1-6 Words to Own (Attachment 2), that students will go through
using a dictionary to find the words.
(15 min)
Guided Instruction:
I will tell remind students that Hatchet is a novel about a young boys survival of the
Canadian wilderness and his parents divorce. I will then have them turn into their books to
Chapter 1. We will go over this sheet as a class and then transition into reading the book. I will
direct students to get out their books (Hatchet) and turn to chapter 1. Then I will direct students
to follow along as we read through chapters 1-4 as a class. As we read through the novel I will
ask thought provoking questions about the text and the protagonist – Brian Robeson. (20 min.)
Independent:
I will have students work together and answer the questions on their Making Meaning
Handouts. Then, as a class we will go over the answers together.
(10 min.)
Closure:
Students will be asked to vocalize – through re-answering the questions about the text we
have read for the day and then book ending with what we have read and what we will read in the
near future. I will then tell the students good job today and encourage them to review the words.
I will conclude by telling students to have a good day!
Assessments:
Informal AssessmentI will observe and monitor as students as they follow along with the tape. I will note
students who seem to be struggling or lost with what we are doing. Furthermore, I will take note
of ones who have mastered this skill and are ahead. Also, when presenting questions I will take
mental note of eye contact and participation.
(Duration of class)
Formal AssessmentI will take up student’s worksheets, Making Meaning. Furthermore, I will check for
correct and complete worksheets and hand them back to them by next class.
(Overnight)
Hatchet
7th Grade
Language Arts
Standards:
0701.8.4 Identify and describe character (major/minor, antagonist/protagonists) features and
relationships in literary texts.
0701.8.3 Identify moral dilemmas in works of literature, as revealed by character motivation and
behavior.
Objectives:
Students will be able to identify and describe character (major/minor, antagonist/protagonists)
features and relationships in literary texts. Students will further be able to identify moral
dilemmas in works of literature, as revealed by character motivation and behavior.
Materials:
• Hatchet
• 1-4 Hatchet Quiz (Attachment 1)
• 1-6 Making Meaning Questions (Attachment 1)
Procedures:
Anticipatory set: Good morning/afternoon! Will write story events on the board and have
students put them in chronological order. Then I will review with students about what all has
happened so far and what predications we can make about the end of the work. We will review
for today’s quiz over chapters 1-4.
(5 min.)
Direct Instruction:
There will be a set of events written on the board and students will be ask to put them in
chronological order. Students will then be directed to put everything away and take out a sheet of
paper and number 1-10, leaving lines in between to write their answers. Students will take
chapters 1-4 Quiz.
(15 min)
Guided Instruction:
I will tell remind students that Hatchet is a novel about a young boys survival of the
Canadian wilderness and his parents divorce. I will then have them turn into their books to
chapter 5. We will go over this sheet as a class and then transition into reading the book. I will
direct students to get out their books (Hatchet) and turn to chapter 5. Then I will direct students
to follow along as we read through chapter 5-8 as a class. As we read through the novel I will ask
thought provoking questions about the text and the protagonist – Brian Robeson.
(20 min.)
Independent:
I will have students work together and answer the questions on their Making Meaning
Handouts. Then, as a class we will go over the answers together. Then section 1-6 questions will
be completed.
(10 min.)
Closure:
Students will be asked to vocalize – through re-answering the questions about the text we
have read for the day and then book ending with what we have read and what we will read in the
near future. I will then tell the students good job today and encourage them to review the words.
I will conclude by telling students to have a good day!
Assessments:
Informal AssessmentI will observe and monitor as students as they follow along with the tape. I will note
students who seem to be struggling or lost with what we are doing. Furthermore, I will take note
of ones who have mastered this skill and are ahead. Also, when presenting questions I will take
mental note of eye contact and participation.
(Duration of class)
Formal AssessmentI will take up student’s worksheets, Making Meaning. Furthermore, I will check for
correct and complete worksheets and hand them back to them by next class.
(Overnight)
Hatchet
7th Grade
Language Arts
Standards:
0701.8.6 Differentiate between internal and external conflict.
0701.8.10 Explore how the author reveals character (e.g., what the author tells us, what the
character say about him or her, what the character does, what the character says, what the
character thinks).
Objectives:
Students will be able to differentiate between internal and external conflict. Students will
further be able to explore how the author reveals character (e.g., what the author tells us, what
the character say about him or her, what the character does, what the character says, what the
character thinks).
Materials:
• Hatchet
• 5-8 Hatchet Quiz (Attachment 1)
• 7-13 Making Meaning Questions (Attachment 2)
Procedures:
Anticipatory set: Good morning/afternoon! Will ask students what is the difference
between internal and external conflict. Then I will write their answers on the board and the
definition of each literary term. Then I will have students think about how the author reveals
these conflicts to us as readers. Then I will proceed to review with students about what all has
happened so far and what predications we can make about what is to come next in story.
(5 min.)
Direct Instruction:
Students will then be given the opportunity to review their study handouts form yesterday and
pose questions for review, prior to them taking chapters 5-8 quiz (Attachment 1). I will have
students put everything away and get out a sheet of paper number 1-10 and leave space in
between to write down their answers.
(15 min)
Guided Instruction:
I will tell remind students that Hatchet is a novel about a young boys survival of the
Canadian wilderness and his parents divorce. I will then have them turn into their books to
Chapter 9. I will give students the study questions for chapters 7-13 (Attachment 2). We will go
over this sheet as a class and then transition into reading the book. I will direct students to get out
their books (Hatchet) and turn to chapter 9. Then I will direct students to follow along as we read
through chapters 9-12 as a class. As we read through the novel I will ask thought provoking
questions about the text and the protagonist – Brian Robeson and his current situation in the
Canadian wilderness.
(20 min.)
Independent:
I will have students work together and answer the questions on their Making Meaning
Handouts. Then, as a class we will go over the answers together, in order to review for
tomorrows quiz.
(10 min.)
Closure:
Students will be asked to vocalize – through re-answering the questions about the text we
have read for the day and then book ending with what we have read and what we will read in the
near future. I will then tell the students good job today and encourage them to review the words.
I will conclude by telling students to have a good day!
Assessments:
Informal AssessmentI will observe and monitor as students as they follow along with the tape. I will note
students who seem to be struggling or lost with what we are doing. Furthermore, I will take note
of ones who have mastered this skill and are ahead. Also, when presenting questions I will take
mental note of eye contact and participation.
(Duration of class)
Formal AssessmentI will take up student’s worksheets, Making Meaning. Furthermore, I will check for
correct and complete worksheets and hand them back to them by next class.
(Overnight)
Hatchet
7th Grade
Language Arts
Standards:
0701.8.5 Identify and explain the states or implied theme of a literary text.
0701.8.18 Demonstrate understanding that an author’s individual viewpoint may differ from the
general values, attitudes, and beliefs of the author’s society and culture.
Objectives:
Students will be able to identify and explain the states or implied theme of a literary text.
Students will further be able to demonstrate understanding that an author’s individual viewpoint
may differ from the general values, attitudes, and beliefs of the author’s society and culture.
Materials:
• Hatchet
• 9-12 Hatchet Quiz (Attachment 1)
• 7-13 Making Meaning Questions (Attachment 2)
Procedures:
Anticipatory set: Good morning/afternoon! Will write story events on the board and have
students put them in chronological order. Then I will review with students about what all has
happened so far and what predications we can make about the end of the work.
(5 min.)
Direct Instruction:
I will have students take out they review questions and study them for 5 minutes and then we
will take the quiz over chapters 9-12 (Attachment 1). Students will then be handed a worksheet,
7-13 Making Meaning Questions (Attachment 2) that ask them questions about the chapters we
have read and will continue reading.
(15 min)
Guided Instruction:
I will tell remind students that Hatchet is a novel about a young boys survival of the
Canadian wilderness and his parents divorce. I will then have them turn into their books to
Chapter 16. We will go over this sheet as a class and then transition into reading the book. I will
direct students to get out their books (Hatchet) and turn to chapter 13 . Then I will direct students
to follow along as we read through chapters 13-16 as a class. As we read through the novel I will
ask thought provoking questions about the text and the protagonist – Brian Robeson.
(20 min.)
Independent:
I will have students work together and answer the questions on their Making Meaning
Handouts. Then, as a class we will go over the answers together.
(10 min.)
Closure:
Students will be asked to vocalize – through re-answering the questions about the text we
have read for the day and then book ending with what we have read and what we will read in the
near future. I will then tell the students good job today and encourage them to review the words.
I will conclude by telling students to have a good day!
Assessments:
Informal AssessmentI will observe and monitor as students as they follow along with the tape. I will note
students who seem to be struggling or lost with what we are doing. Furthermore, I will take note
of ones who have mastered this skill and are ahead. Also, when presenting questions I will take
mental note of eye contact and participation.
(Duration of class)
Formal AssessmentI will take up student’s worksheets, Making Meaning. Furthermore, I will check for
correct and complete worksheets and hand them back to them by next class.
(Overnight)
Hatchet
7th Grade
Language Arts
Standards:
0701.8.2 Sequence and identify the plot’s main events, their causes, and the influence of each
event on future actions.
0701.8.7 Identify the kind(s) of conflict (e.g., person vs. person, person vs. self, person vs.
environment, person vs. technology) person in literary plots.
Objectives:
Students will be able to sequence and identify the plot’s main events, their causes, and the
influence of each event on future actions. Students will further be able to identify the kind(s) of
conflict (e.g., person vs. person, person vs. self, person vs. environment, person vs. technology)
person in literary plots.
Materials:
• Hatchet
• 13-16 Hatchet Quiz (Attachment 1)
• 14-Epilogue Making Meaning Questions (Attachment 2)
Procedures:
Anticipatory set: Good morning/afternoon! Will write story events on the board and have
students put them in chronological order. Then I will review with students about what all has
happened so far and what predications we can make about the end of the work.
(5 min.)
Direct Instruction:
There will be a set of events written on the board and students will be ask to put them in
chronological order. Students will then be handed a worksheet, 13-16 Making Meaning
Questions (Attachment 1), that ask them questions about the chapters we have read and will
continue reading.
(15 min)
Guided Instruction:
I will tell remind students that Hatchet is a novel about a young boys survival of the
Canadian wilderness and his parents divorce. I will then have them turn into their books to
Chapter 16. We will go over this sheet as a class and then transition into reading the book. I will
direct students to get out their books (Hatchet) and turn to chapter 16. Then I will direct students
to follow along as we read through chapter 16 as a class. As we read through the novel I will ask
thought provoking questions about the text and the protagonist – Brian Robeson.
(20 min.)
Independent:
I will have students work together and answer the questions on their Making Meaning
Handouts. Then, as a class we will go over the answers together.
Closure:
Students will be asked to vocalize – through re-answering the questions about the text we
have read for the day and then book ending the what we have read and what we will read in the
near future. I will then tell the students good job today and encourage them to review the words.
I will conclude by telling students to have a good day!
Assessments:
Informal AssessmentI will observe and monitor as students as they follow along with the tape. I will note
students who seem to be struggling or lost with what we are doing. Furthermore, I will take note
of ones who have mastered this skill and are ahead. Also, when presenting questions I will take
mental note of eye contact and participation.
(Duration of class)
Formal AssessmentI will take up student’s worksheets, Making Meaning. Furthermore, I will check for
correct and complete worksheets and hand them back to them by next class.
(Overnight)
Hatchet
7th Grade
Language Arts
Standards:
0701.1.19 Determine the appropriate meaning of figurative language words or phrases (e.g.,
idiom, metaphor, simile, personification, pun) in passages.
0701.8.1 Demonstrate an understanding of the basic elements of plot: exposition, rising action,
climax, falling action, resolution/denouement.
Objectives:
Students will be able to determine the appropriate meaning of figurative language words or
phrases (e.g., idiom, metaphor, simile, personification, pun) in passages. Students will further be
able to demonstrate an understanding of the basic elements of plot: exposition, rising action,
climax, falling action, and resolution/denouement.
Materials:
• Hatchet
• 17-Epilogue Hatchet Quiz (Attachment 1)
• 14-Epilogue Making Meaning Questions (Attachment 1)
Procedures:
Anticipatory set: Good morning/afternoon! I will review with students about what all has
happened so far and what predications we can make about the end of the work.
(5 min.)
Direct Instruction:
There will be a set of events written on the board and students will be ask to put them in
chronological order. Students will then be ask to get out their worksheet 14-Epilogue and try to
answer the questions as we finish the novel, we will review what we have answered so far.
(15 min)
Guided Instruction:
I will tell remind students that Hatchet is a novel about a young boys survival of the
Canadian wilderness and his parents divorce. I will then have them turn into their books to
Chapter 18. We will go over this sheet as a class and then transition into reading the book. I will
direct students to get out their books (Hatchet) and turn to chapter 18. Then I will direct students
to follow along as we read through chapter 18-Epilogue as a class. As we read through the novel
I will ask thought provoking questions about the text and the protagonist – Brian Robeson.
(20 min.)
Independent:
I will have students work together and answer the questions on their Making Meaning
Handouts. Then, as a class we will go over the answers together and review for the test, which
will be on the following day.
Closure:
Students will be asked to vocalize – through re-answering the questions about the text we
have read for the day and then book ending what we have read and what we will read in the near
future. I will then tell the students good job today and encourage them to review the words. I will
conclude by telling students to have a good day!
Assessments:
Informal AssessmentI will observe and monitor as students as they follow along with the tape. I will note
students who seem to be struggling or lost with what we are doing. Furthermore, I will take note
of ones who have mastered this skill and are ahead. Also, when presenting questions I will take
mental note of eye contact and participation.
(Duration of class)
Formal AssessmentI will take up student’s worksheets, Making Meaning. Furthermore, I will check for
correct and complete worksheets and hand them back to them by next class.
(Overnight)
Carson-Newman College
Student Teacher Work Sample
Student Teacher Name: Derek Voiles
School/Grade/Subject: Jefferson High School/9th/Literature
Date: Spring 2010
Assessment Plan
1. Describe your pre-assessment method(s) and be sure a copy of the test, activity, is included in
the unit when you turn it in.
I plan to give students a pre-assessment including questions testing their knowledge of Hatchet,
cause and effect, vocabulary knowledge, plot, setting, and drawing inferences.
2. How did you use the results of the pre-assessment to modify your unit and lessons for the
whole class or for specific students?
Grading the pre-assessment allowed me to see that the students did not have much prior
knowledge of Hatchet. Many though that it was a book about survival and some had heard of the
book and some had never heard of it. This helped me know that students would better understand
the story if they had more background information about the Canadian wilderness, planes, and
the author, Paulesn. In addition, many of the vocabulary words were new to students, which
helped me to know that I needed to emphasize these.
3. Describe your post-assessment method(s) and be sure a copy of the test, activity, or
assignment is included in the unit when you turn it in.
My post-assessment was identical to my pre-assessment.
4. Describe what else you did informally or formally during the course of the lesson(s) to assess
student understanding.
I assigned and graded worksheets that reviewed skills covered in the objectives, assessed daily
oral language reviews, and informally assessed students as they participated in class activities
and readings.
5. How do you know that your objectives, pre-assessments, instruction, and post-assessment
were aligned (consistent with each other)?
I know that my pre-assessment, instruction, and post-assessment were all aligned because I pretested the objectives I intended to teach, taught them, and then assessed those same objectives
again.
Carson-Newman College
Student Teacher Work Sample Reflection
Student Teacher Name: Derek Voiles
School/Grade/Subject: Jefferson High School/9th/Literature
Date: Spring 2010
Work Sample Reflection
1. To analyze my assessment data, I looked carefully at the changes from my students’ pre- to
post- assessment scores. I looked at overall test scores, as well as overall performance on each
particular objective taught.
Overall, every student improved, which I was extremely excited to see! From looking at
the pre-assessment, it appeared as though the students went into the unit with almost no prior
knowledge of the content to be taught. Almost all of the students received mastery of the
material, so I felt that was a good percentage of the class.
When I disaggregated the date, the trends pretty much remained the same. Eighty-one
percent of females attained level of the material, while 84% of males accomplished the same,
which I wouldn’t consider too majorly significant. Of my 2 students who unfortunately finished
with non-mastery status, both were girls. The girls out scored the boys by 16 points overall, but
only out scored on the objectives by one to eight points, but that was it.
As far as car/bus-riding comparisons go, there were really no overwhelming trends either.
The car-riders’ average was only 1.25 points higher than their bus-riding counterparts overall.
On cause and effect questions the bus-riders reigned victorious, outscoring their car-riding
friends by 10.7 points.
I think the trends were pretty similar, because both the bus riding and car riding groups both
contained students who struggle, some who don’t really car about their schoolwork, and those
who excel. Both were pretty stratified groups of students.
2. Describe any circumstances that should be considered when noting the achievement of those
not accomplishing mastery of all 5 objectives.
One student had an IEP and two others had 504 plans. So they may not have fully understood
what the questions were asking them. In both groups, there were students who constituently
rushed through assignments, not caring about their grades. In addition, some of the objectives
tested were only based on one question, so if students missed it, they received non-mastery,
which is probably not fully representative of their knowledge of each objective.
3. Describe what you have done since the post-assessment to help students that did not
accomplish the objectives?
I went back over their worksheets with them one-on-one, and tried to point out key words that
will help them be more successful.
4. Based on these results and your experience with this body of instruction, what will you do
differently in planning, teaching, and/or assessment that next time you teach this content?
I will make each lesson more interactive, and will include more questions dealing with each
objective on my pre and post assessments.
83
Objectives
1. TLWBAT identify and decode internal and external conflict within a work of literature.
2. TLWBAT identify unknow material and make predictions of what is going to happen.
Pre (11)
17
Gains
Y
N
Y
N
Y
Y
Y
Y
Y
Y
Y
Y
Y
Y
N
Y
Y
Y
Mastery
100
0
100
0
100
100
100
100
100
100
100
100
100
100
0
100
100
100
Post
(%)
1
0
1
0
1
1
1
1
1
1
1
1
1
1
0
1
1
1
Post (4)
0
0
0
0
100
100
0
0
0
0
0
0
0
0
0
100
0
0
Pre
(4)
Pre
(%)
0
0
0
0
1
1
0
0
0
0
0
0
0
0
0
1
0
0
Objective 3
(Cause & Effect)
Objective 2
(Making Perdicitions)
Objective 1
(Internal & External Conflict)
Mastery
Y
Y
Y
Y
N
Y
Y
Y
Y
Y
Y
Y
Y
Y
N
Y
Y
Y
Mastery
Pos
Pos
Pos
Pos
Neg
Pos
Pos
Pos
Pos
Pos
Pos
Pos
Pos
Pos
Mt
Pos
Pos
Pos
Post (%)
93
76
98
77
55
100
87
94
81
96
86
95
87
85
65
100
90
95
Gains
Total Post-Assessment (%)
Total Assessment (Out of 70)
22
15
24
17
12
25
20
23
18
24
17
23
13
20
17
22
18
24
Post(1)
43
48
46
41
57
52
44
50
31
41
51
47
47
52
50
70
48
41
Pre (%)
8
10
9
7
10
9
8
11
6
7
9
10
10
12
11
15
10
7
Total Pre-Assessment
(Percentage)
Demographics
Bus
Bus
Car
Car
Bus
Bus
Car
Bus
Car
Car
Bus
Bus
Bus
Bus
Bus
Car
Bus
Car
Total Assessment (Out 0f 70)
Demographics
F
M
M
F
F
F
F
M
F
F
M
F
F
M
M
F
F
M
Pre
(5)
Gains
ClassAverage
Gender
Student Name
Abilene
Jerek
John
Abbagial
Jessica
Minnie
Megan
Cody
Brianna
Kayla
Austin
Haley
Hanna
Darien
Jesse
Rebekah
Angel
Brandon
Bus /
Car
Rider
Pos
Mt
Pos
Mt
Mt
Mt
Pos
Pos
Pos
Pos
Pos
Pos
Pos
Pos
Mt
Mt
Pos
Pos
2
1
2
1
3
3
2
2
1
2
1
2
2
2
0
3
2
1
67
33
67
33
100
100
67
67
33
67
33
67
67
67
0
100
67
33
3
2
3
2
3
3
3
3
1
1
2
3
3
3
1
3
3
3
100
67
100
67
100
100
100
100
33
33
67
100
100
100
33
100
100
100
Y
N
Y
N
Y
Y
Y
Y
N
N
N
Y
Y
Y
N
Y
Y
Y
Pos
Pos
Pos
Pos
Mt
Mt
Pos
Mt
Mt
Neg
Pos
Pos
Pos
Pos
Pos
Mt
Pos
Pos
1
1
3
2
3
3
2
2
1
2
1
2
2
2
0
3
2
1
2
59
3
83
2
3. TLWBAT identify cause and effect relationships.
4. TLWBAT identify setting and plot within fiction and nonfiction text.
5. TLWBAT decode unkown grade level words utilizing learned strategies and verify word meanings.
4
79
27
90
Gains
Y
Y
Y
Y
Y
Y
N
Y
Y
Y
Y
Y
Y
Y
Y
N
Y
Y
Mastery
100
100
100
100
80
80
60
100
80
80
100
100
100
100
80
60
100
100
Post
(%)
25
22
26
30
18
20
15
34
28
28
35
27
29
29
27
30
34
33
Post (15)
100
80
100
60
40
100
60
80
60
100
80
100
100
40
100
20
100
100
Pre
(%)
5
4
5
3
2
5
3
4
3
5
4
5
5
2
5
1
5
5
Pre (15)
Mastery
Pos
Pos
Mt
Mt
Mt
Mt
Mt
Mt
Pos
Pos
Mt
Mt
Mt
Mt
Mt
Mt
Mt
Mt
Gains
Post
(%)
89
Post (35)
9
Pre
(%)
78
Y
N
Y
N
Y
Y
Y
Y
N
Y
N
Y
Y
Y
N
Y
Y
Y
Objective 5
(Vocabulary)
Objective 4
(Plot & Setting)
100
67
100
67
100
100
100
100
67
100
67
100
100
100
33
100
100
100
Pre (35)
8
9
10
7
11
8
11
11
5
8
6
8
7
7
9
10
11
11
Gains
Post (11)
33
33
100
67
100
100
100
100
33
33
67
100
100
100
33
100
100
100
Mastery
Pre
(%)
Post
(%)
Mt
Pos
Mt
Pos
Pos
Neg
Mt
Pos
Pos
Neg
Pos
Mt
Mt
Pos
Neg
Pos
Mt
Mt
4
5
8
7
6
4
4
5
9
5
6
6
5
7
10
8
4
4
30
20
60
50
40
30
30
20
70
20
40
40
20
50
80
60
30
30
13
8
13
13
7
7
8
13
13
10
10
12
13
13
10
13
13
13
100
60
100
100
50
50
60
100
100
80
80
90
100
100
80
100
100
100
Y
N
Y
Y
N
N
N
Y
Y
Y
Y
Y
Y
Y
Y
Y
Y
Y
Pos
Pos
Pos
Pos
Pos
Pos
Pos
Pos
Pos
Pos
Pos
Pos
Pos
Pos
Pos
Pos
Pos
Pos
6
40
11
86
Key:
Pos--Gains > 20%
Mt--Maintains - 19% - 19%
Neg--Negative Gains
Y--Mastery > 70%
N--Non-Mastery < 70%