Wayne C. Schultz Junior High
19010 Stokes Road, Waller, TX, 77484
Principal: Bennie Mayes
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Table of Contents
Section
Page
Contextual Factors……………………………………………………………………….……..3
Learning Goals …………………………………………………………………………..……10
Assessment Plan…………………………………………………………………….…………13
Design for Instruction……………………………………………………………………..…...16
Instructional Decisions………………………………………………………………………....32
Analysis of Student Learning………………………………………………………………..…33
Reflection and Self-Evaluation…………………………………………………………….…..35
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Contextual Factors
Community, School, and Classroom – The City of Waller is a small rural city within Waller
County and holds a population of approximately 2,218. Its neighboring cities are Hempstead,
Prairie View, Tomball, Hockley, and Katy. Beyond the neighboring cities to the east of Waller
are Cypress and the Greater Houston area and to the West and Northwest are Brenham and
Bryan College Station respectively. The city of Waller is a thriving city with retail, banking,
restaurants, oil and gas companies, and a full police and fire departments. The main roads in the
City of Waller Hwy 290, Business 290, F.M. 2920, and F.M. 362 that connect Waller to its
surrounding areas as well as a railroad that travels east to west though the city. The nearest
university to Waller is Prairie View A&M University whereas its students make significant
contributions to the Waller economy which in turn gives Waller the college town feeling. The
city of Waller is made up of Caucasian, African American, and Hispanics. The public education
of Waller County is made up of two independent school districts Hempstead and Waller
independent school districts. The district that I’m currently student teaching in is Waller ISD at
Schultz Junior High. My cooperating teacher name is Ms. Alisha David, the principal name is
Mr. Bennie Mayes, and the two assistant principals are Mrs. Webb and Mr. Breeden. Schultz
Junior High educates a population of 660 students with 47% White, 29% Hispanic and 24%
African American. Schultz Junior High located at 19010 Stokes Rd. Waller, TX, 77484 teaches
grades six through eight and have all the major sports football, volleyball, basketball, soccer and
track.
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Waller ISD Ethnic Breakdown (District –wide)
Student Characteristics – While student teaching I had the opportunity of teaching the 8th
Grade American History Pre AP, GT and normal students. I taught Ms. David’s entire 8th grade
U.S History classes during my student teaching, however there are two classes that I will be
emphasizing in my report. The highlighted classes to be examined are the 2nd period gifted and
talented class and 4th period “normal” class. I personally feel that it does not serve the school and
students well to divide the students based upon intellectual ability in social studies, whereas if
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the 8th grade American History students would be better served to learn in more mixed classes
where the strong and weaker students are in the classroom learning together. Social Studies, in
my professional opinion can be comprehended to all students depending on the instruction of the
teacher, but that is just my opinion. The students that I taught in 2nd and 4th period are receiving
the same teaching but these classes are deemed two different levels of intellectual ability, but
what I observed through teaching was that these students still faced some of the same issues in
comprehension of the content. The second period class has 14 students in the class 8 Caucasian,
4 Hispanic, and 2 African American students and these students are the top students in the
school. It’s obvious that the students in the 2nd period class have parents that are involved in their
education because these students are well mannered and behaved as well as a more positive
appearance. The 4th period American History classes are the student with a lower intellectual
ability is labeled at-risk students because of various reasons. There are seventeen students in the
4th period class 6 Caucasian, 10 Hispanic, and 1 African American student that all have a higher
dynamic of behavior range. These students are less consistent in their daily academic activities
and their willingness to participate in discussion, so I had to adjust and make the class as
interesting as possible.
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Waller ISD Student Ethnicity to District Enrollment by School
STUDENT
ETHNICITY
DISTRICT
ENROLLMENT
White
Waller High
School
1151
African
American
Waller Junior
School
593
Hispanic/Latino 43.4%
Wayne C.
Schultz
Junior High
621
Asian
/American
Indian
Field Store
Elementary
606
Alaska Native,
Native
Hawaiian
I.T. Holliman
Elementary
School
658
Or other Pacific
Islander
H.T. Jones
Elementary
School
271
Roberts
Road
Elementary
School
485
Evelyn
Turlington
Elementary
School
657
Two or More
1.3%
1.9%
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Approaches to Learning – Now with this grouping of students between my 4th and 2nd period I
had to crafting lesson that would be interactive and have the students retain the information that
is given in class. To do this I decided to use my own personal strength in teaching and seemingly
could be the approach I am most familiar with to this point in my experience which is lecture. I
taught two units which lasted three weeks for each unit one on Reform Era and the other on Civil
War respectively. Another teaching tool I tried to implement early on was pacing in my teaching
because I did not at any point want the students to feel like I was rushing the learning or merely
talking at them. Pacing allowed me to effectively teach the students, check for understanding by
questioning the students, and then move on. Using video and note taking will facilitate for those
student who are auditoria, visual, as well as kinesthetic learners because the students are taking
notes with the video. The technology worked as an advantage because the classroom had because
I could develop smart board games and play the songs on the COW (Curriculum on wheels).
Skills and Prior Learning – These 8th graders had attained a wealth of knowledge prior to me
coming to their classroom in the social studies subject. Remember Social Studies 4-8 covers a
broad range of information from History, Geography, Government, Economics, Science and
Technology and these students had taken 7th grade Texas History and before that 6th grade
geography. Understanding social studies means to understand that all of this knowledge and
Information that we teach in the classroom comes in cycles, for example the students
understanding that the country has a president but would not know who the 19th president was.
That’s my job. My 4th and 2nd period students enjoy working with there hands coloring, folding,
drawing and all of these skills made planning interactive lessons that allowed me to further that
depth of student learning while teaching made this experience very enjoyable. The TEKS and
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asking their seventh grade teachers worked as a resource for me as well in understanding and
assessing what the students knew.
Implications for planning assessment – Taking the variance of the two class period
academically, the attention level that need to operate the class I spent a lot of time planning
lessons that would be consistent throughout the day and serve the needs of all my students. One
thing I learned was that a lot of accommodations that would be needed to adjust to some students
would work well with the higher achieving students only needing to change the level of
questioning in the classroom to suit the student’s needs.
The Student Ethnic Breakdown of Schultz Junior High
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My Cooperating Teacher!!!
Ms. David
8th Grade U.S. History Teacher/Coach
I LOVE teaching and truly believe education can open gateways to a better and brighter life in
so many ways. My interests vary from my love of history to literature, photography, art, and
music. In the field of teaching, I am able to incorporate all my interests and bring them together
in fun and exciting ways (even if that means the kids relentlessly making fun of my drawings on
the board). I am thrilled to be a part of the amazing team here at Schultz and be surrounded by a
group of people that are as enthused as I am about fostering education, not simply about our
subject matter, but also about life and humanity, in our students!
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Learning Goals
Challenge & Variety – Even before I received my assignment to student teach but when I
changed my major from Finance to Education I wanted to mold the minds of America’s youth.
Molding as in molding clay is not easy as it seems but it’s quite a challenging process and that is
the same with education. The first battle is getting order in the classroom and then only can
learning truly take place and order is achieve getting the students attention and understanding
that the teacher is control. The second battle is maintaining order by keeping the class interested
by the lesson plan or sometimes it’s just by plain personality. When teaching Civil War to the
students I began with the video and how the Civil War was the bloodiest war in American
history, I showed them bloody picture of various battle fields that got their attention.
§113.20. Social Studies, Grade 8, Beginning with School Year 2011-2012.
(a) Introduction.
(1) In Grade 8, students study the history of the United States from the early colonial
period through Reconstruction. The knowledge and skills in subsection (b) of this section
comprise the first part of a two-year study of U.S. history. The second part, comprising
U.S. history from Reconstruction to the present, is provided in §113.41 of this title
(relating to United States History Studies Since 1877 (One Credit), Beginning with
School Year 2011-2012). The content in Grade 8 builds upon that from Grade 5 but
provides more depth and breadth. Historical content focuses on the political, economic,
religious, and social events and issues related to the colonial and revolutionary eras, the
creation and ratification of the U.S. Constitution, challenges of the early republic, the
Age of Jackson, westward expansion, sectionalism, Civil War, and Reconstruction.
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Students describe the physical characteristics of the United States and their impact on
population distribution and settlement patterns in the past and present. Students analyze
the various economic factors that influenced the development of colonial America and
the early years of the republic and identify the origins of the free enterprise system.
Students examine the American beliefs and principles, including limited government,
checks and balances, federalism, separation of powers, and individual rights, reflected in
the U.S. Constitution and other historical documents. Students evaluate the impact of
Supreme Court cases and major reform movements of the 19th century and examine the
rights and responsibilities of citizens of the United States as well as the importance of
effective leadership in a constitutional republic. Students evaluate the impact of scientific
discoveries and technological innovations on the development of the United States.
Students use critical-thinking skills, including the identification of bias in written, oral,
and visual material.
(7) History. The student understands how political, economic, and social factors led to the
growth of sectionalism and the Civil War. The student is expected to:
(A) Analyze the impact of tariff policies on sections of the United States before
the Civil War;
(B) Compare the effects of political, economic, and social factors on slaves and
free blacks;
(C) Analyze the impact of slavery on different sections of the United States; and
(D) Identify the provisions and compare the effects of congressional conflicts and
compromises prior to the Civil War, including the roles of John Quincy Adams,
John C. Calhoun, Henry Clay, and Daniel Webster.
(8) History. The student understands individuals, issues, and events of the Civil War. The
student is expected to:
(A) Explain the roles played by significant individuals during the Civil War,
including Jefferson Davis, Ulysses S. Grant, Robert E. Lee, and Abraham
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Lincoln, and heroes such as Congressional Medal of Honor recipients William
Carney and Philip Bazaar;
(B) explain the causes of the Civil War, including sectionalism, states' rights, and
slavery, and significant events of the Civil War, including the firing on Fort
Sumter; the battles of Antietam, Gettysburg, and Vicksburg; the announcement of
the Emancipation Proclamation; Lee's surrender at Appomattox Court House; and
the assassination of Abraham Lincoln; and
(C) Analyze Abraham Lincoln's ideas about liberty, equality, union, and
government as contained in his first and second inaugural addresses and the
Gettysburg Address and contrast them with the ideas contained in Jefferson
Davis's inaugural address.
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Assessment Plan (Original Assessment)
Name:
Date:
Class Period:
Quizzereno
1. What is sectionalism?
a. Withdrawal from someone or something
b. An exaggerated loyalty to a particular region or country
c. Dividing a note into three sections
2. The Missouri Compromise added the state of Missouri as a slave state and Maine as what type
of state?
a. Slave state
b. Free state
c. Undecided state
3. The Compromise of 1850 abolished the slave trade in what city?
a. Waller
b. Philadelphia
c. Washington D.C.
4. Uncle Tom’s Cabin was written by:
a. Harriet Beecher
b. Harriet Tubman
c. Harriet Beecher Stowe
5. What is a Tariff?
a. Tax on imported goods
b. Tax on Exported goods
c. Tax on Manufactured goods
6. The Act that overturned the Missouri Compromise was the:
a. Kansas-Nebraska Act
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b. Compromise of 1850
c. Secession
7. What was the decision in the Dred Scott case?
a. Slaves were citizens
b. Slavery was cool
c. Slaves were not citizens
8. This man was trying to start a slave revolt and was lynched for his actions
a. Henry Clay
b. John Bell
c. John Brown
9. In what year was Abraham Lincoln elected president?
a. 1960
b. 1860
c. 1855
10. Secession means to:
a. leave
b. lead
c. lean
11. Who was the president of the Confederate State of America?
a. Thomas Jefferson
b. Jefferson Davis
c. James Brown
12. How many presidential candidates ran in the 1860 election?
a. 2
b. 3
c. 4
Key, 1b,2b,3c,4c,5a,6a,7c,8c,9a,10a,11b,12c
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April 4, 2012
Slavery and Sectionalism:
(8.7C) History. The student understands how political, economic, and social factors led
to the growth of sectionalism and the Civil War. The student is expected to: C) Analyze
the impact of slavery on different sections of the United States; and
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Design for Instruction
Alignment with Goals – The beginning of lesson planning for the Civil War Unit began with the
TEKS and from there I knew what I wanted to start with which was with sectionalism and the
causes of the Civil War. The tough part to aligning the lesson with my goals was with
chronologically aligning the lesson plan with the time that I had to teach. I had to meet a certain
topic with the certain day so that I could assess student learning without losing the teaching
potency.
Representation of Content – I personally felt proud of the lesson design of the Civil War
because I design all of my worksheets, PowerPoint’s, maps, poster boards, and writing prompts.
I put the information and worksheets in weekly packets in which I have provided for you the first
week of the Civil War. For the most part I tried to mix up the work and try to stay away
repeating instruction types, for example I felt that I had too many PowerPoint’s on the Reform
Era unit and I did not have enough individual work where I was doing all the work myself. With
the Civil War Unit I used a more student centered approach and had them discover there own
learning.
Structure – Weekly Lesson Plans, Weekly Quizzes, Informal Assessments
Uses Variety – See lesson plans
Use of Contextual – See lesson plans
Information – See lesson plans
Use of Technology – The classroom that I student teach in hold a wealth of technology that
accommodate the teacher while teaching:
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Dell Laptop
Camera Projector
Smart Board
Curriculum on Wheels (C.O.W.)
DVD Player
8th Grade United States History
Christian M. Smith
Civil War
Week 1, Day 1
TEKS Objective: History 8.7
(A) Analyze the impact of tariff policies on sections of the United States before the civil
War
(B) Compare the effects of political, economic, and social factors on slaves and free
blacks
(C) Analyze the impact on of slavery on different sections of the United States
TEKS objective: History 8.8
(B) Explain the causes of the Civil War, including sectionalism, states’ rights, and
slavery.
Monday - 3/19/2012
Objective: The students will learn what the term sectionalism and its relevance to the
United States
Q-A – Come in and start coloring coversheet
Read and Highlight adventure tales worksheet
Use Adventure tale worksheet to Complete Sectionalism worksheet
Color Map of Sectionalism
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Technology: Smart Board Camera Projector: The teacher will use the Smart Board
Camera to project the worksheet that the teacher will read and highlight with the class.
Materials Needed
o Adventure tales work sheet
o Map pencil, Crayons and Markers
o United States Map of Sectionalism
8th Grade United States History
Christian M. Smith
Civil War
Week 1, Day 2
TEKS Objective: History 8.7
(D) Analyze the impact of tariff policies on sections of the United States before the civil
War
(E) Compare the effects of political, economic, and social factors on slaves and free
blacks
(F) Analyze the impact on of slavery on different sections of the United States
TEKS objective: History 8.8
(B) Explain the causes of the Civil War, including sectionalism, states’ rights, and
slavery.
Tuesday – 3/20/2012
Objective: Review Sectionalism and Start Causes
Q-A – What are the five major things that contributed to sectionalism?
Start Causes of the Civil War
Curriculum on Wheels
Fill out timeline with the class and actually teach
Color timeline
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Technology: Smart Board camera projector, Curriculum on Wheels video presentation
Materials:
o Timeline hand out
o Civil War Packet
o Map pencils, crayons, markers
o In class Interactive Student Notebook
8th Grade United States History
Christian M. Smith
Civil War
Week 1, Day 3
TEKS Objective: History 8.7
(G) Analyze the impact of tariff policies on sections of the United States before the civil
War
(H) Compare the effects of political, economic, and social factors on slaves and free
blacks
(I) Analyze the impact on of slavery on different sections of the United States
TEKS objective: History 8.8
(B) Explain the causes of the Civil War, including sectionalism, states’ rights, and
slavery.
Wednesday – 3/21/2012
Objective: The students will complete learning the causes of the Civil War.
Q-A What was the book that Harriet Beecher Stowe wrote that changed the
nation?
Finish causes of the civil war with PowerPoint presentation
Finish timeline with causes of civil war
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Finish Civil War Packet up to current
Technology: Smart Board camera projector, Smart Board PowerPoint presentation
Materials:
o Civil War packet
o Civil War timeline
o Color Pencils, Markers, Crayons
8th Grade United States History
Christian M. Smith
Civil War
Week 1, Day 4
TEKS Objective: (8.7) History. The student understands individuals, issues, and events of
the Civil War. The student is expected to:
(B) explain the causes of the Civil War, including sectionalism, states' rights, and
slavery, and significant events of the Civil War, including the firing on Fort Sumter; the
battles of Antietam, Gettysburg, and Vicksburg; the announcement of the Emancipation
Proclamation; Lee's surrender at Appomattox Court House; and the assassination of
Abraham Lincoln; and
(C) Analyze Abraham Lincoln's ideas about liberty, equality, union, and government as
contained in his first and second inaugural addresses and the Gettysburg Address and
contrast them with the ideas contained in Jefferson Davis's inaugural address.
Thursday – 3/22/2012
Objective: The student will examine, learn, and discuss Abraham Lincoln’s election and
Secession.
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o Q-A What would you say to make someone stay in the country when they want to
leave?
o Finish PowerPoint with Lincoln’s election
o Teach Lincoln’s election as it relates to secession
o Color map of election
Technology: Smart Board camera projector, Smart Board PowerPoint presentation.
Materials:
o Civil War Packet
o United States map of the Election of 1860 and succeeding states
o Color Pencils, Markers, and Crayons
o Interactive Student Notebook
8th Grade United States History
Christian M. Smith
Civil War
Week 1, Day 5
TEKS Objective: (8.7) History. The student understands individuals, issues, and events of
the Civil War. The student is expected to:
(B) explain the causes of the Civil War, including sectionalism, states' rights, and
slavery, and significant events of the Civil War, including the firing on Fort Sumter; the
battles of Antietam, Gettysburg, and Vicksburg; the announcement of the Emancipation
Proclamation; Lee's surrender at Appomattox Court House; and the assassination of
Abraham Lincoln; and
(C) Analyze Abraham Lincoln's ideas about liberty, equality, union, and government as
contained in his first and second inaugural addresses and the Gettysburg Address and
contrast them with the ideas contained in Jefferson Davis's inaugural address.
Friday 3/23/2012
Objective: Assess Student learning with Quiz
Q-A Study or we will begin the Quizzereno!!
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Administer Quiz – Sectionalism, Causes of Civil War, 1860 Election
Technology: Smart Board camera projector
Materials:
o Pen and Pencil
o Civil War Packet
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April 2, 2012
Battles of the Civil War:
Teks Objective :(8.8B) History. The student understands individuals, issues, and events
of the Civil War. The student is expected to: (B) explain the causes of the Civil War,
including sectionalism, states' rights, and slavery, and significant events of the Civil War,
including the firing on Fort Sumter; the battles of Antietam, Gettysburg, and Vicksburg;
the announcement of the Emancipation Proclamation; Lee's surrender at Appomattox
Court House; and the assassination of Abraham Lincoln;
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Instructional Decision
Professional Practice – During my unit I had to realize that I had a lot of information to teach
and had little time to do it. I needed to find the best way to get my student to learn and commit to
not only short term memory but long-term memory as well. So in reaction I decided to chop
down the lesson so that my student knew just the meat of all the subject, for example Marbury v
Madison means judicial review and make sure that the students can recite that now and forever. I
learned that using songs to drive those specific topics that are extremely important into the minds
of students prove very effective.
Modifications – Variety, variety, variety is always important when standing in front of the
classroom. My cooperating teacher and I talked about how I can get real complacent and
comfortable with falling into the same routine of class. She told me to always keep the students
on their toes and not knowing what is next because the students can get bored when they can
predict what I am going to do in class.
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Analysis of Student Learning
Data Interpretation – During the first week of the Civil War unit there was a scheduled
“Quizzereno” and the student did poorly. The quiz was over Sectionalism, State’s Rights, and
causes of the Civil War and the election of 1860 everything that we covered the first week of
Civil War What I had to do was go over and teach the beginning of the Civil War unit through
going over the quiz with the students, unfortunately I could not stay on the topic long and had to
continue the lesson. During the Unit I had informally assessed the students so that I can assure
that they were progressing with the unit and retaining the information, they were doing good.
The post test came in the form of a CBA (Content Based Assessment) and they did much better
and that was because of the on-going assessment of the lesson.
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Evidence of Impact – Because of the ongoing assessment the discussion in the classroom had
increased greatly in my two classes, especially the 4th period class that had always had problems
with following the in-class discussion. The greatest impact of the pretest – post-test turn-around
was that the student confidence had risen to give the students a sense of accomplishment that
they can learn and do well in the classroom. For my 4th period that was a very rewarding
experience for me and the students as well because this was my original lesson and the
comprehended it and found it interesting.
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Reflection and Self-evaluation
01/4/2012 - Met my teacher for the first time in the professional development meeting
before school she didn’t return my calls because she said that she had went to France over
the break. Then she lost her phone for some reason I noticed that she always talk about
her boy friend (Justin) so she seems to have her head connected pretty well. I am
expecting a great semester working with Ms. David; I think she is a really good teacher.
1/13/2012 - Just completed my first week of student teaching didn’t do anything much
but a lot of observing my teacher and she is pretty good I must say. Now the next thing is
to determine when I will go ahead and get in front of the class and teach those young
students.
1/16/2012 - Today I prayed because I am ready to get in front of that classroom for the
first time in my life. It feels like a new chapter has begun in my life, a chapter that is
holds me being financially stable and able to make a happy home for me and family. I am
starting to feel like a professional now.
1/17/2012 - Today I taught my first class it was pretty cool. And I think I am a natural
and I chose the correct profession in getting into education. But I was kind of scared
because I didn’t know if I did choose the write career path so that brings me joy knowing
that I am doing what god wanted me to do. Big ups to the man up stairs for allowing me
to make good decisions.
2/13/2012 - Today I feel like a man who is on the track to success in the education field. I
taught and my students loved my lesson plan so that is definitely a good thing because
sometimes I hear my peers talk and say that they hate there student teaching. I am
definitely fortunate for not being one of those guys.
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2/15/2012 - I don’t think her lesson that I taught today was prepared as well as she
usually would be because she really did not know what she was going to do all the way
up to third period and that left me hanging. The students behavior was off a little more
than normal so that was very frustrating for me and I don’t want to have another day like
this one. I am going home and going to sleep.
3/6/2012 - Mr. Price came to see me in class today and my teacher was not there and it
made me look like I knew what I was doing and gained some confidence points for
myself.
3/7/2012 - Ms. David is pregnant! OMG what kind of opportunity is this going to open
up for me is she going to stay is she going leave now all I have to do is study and pass
that test
3/15/2012 - Today is my first day working in the after school program and It was cool but
Mr. Valk is kind of weird I must say. It feel like he is looking down on me sometimes but
that cool too and thanks for the twenty dollars an hour brother.
4/9/2012 - I got two students in all of my classes that can really determine what kind of
day I will have because they are so unstable. One of them names is Ashley Munoz and
she is a Hispanic girl who is always talking trash in the classroom to everybody. The
other name is Frederick Jackson and he is an all out poser, trying to be like every other
black guy instead of being himself.
4/10/2012 - So this is the weekend before I do my first lesson and I am kind of nervous
because I don’t know how the students are going to respond to my teaching. However
god will never put more on me than I can bear so lets get it.
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Principal: Bennie Mayes
Assistant Principal: Raymond Breeden
Assistant Principal: Tracy Webb
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