Learner Impact Analysis
Dr. Roberson
ED 538
April 8, 2013
Katie Porter
I. Contexts
A. Statement of Intent:
The instructional unit is part of the 8th grade World History to 1500s curriculum in line
with the Alabama Course of Study. Students will describe the Islamic civilizations of the
Abbasids, Seljuk Turks, Ottoman Turks, Moguls, and Umayyad. The class will analyze the
evolution of Islam through the life of Muhammad, opposition to Muhammad, the nexus of the
Quran, and the Five Pillars of Islam. Social and political systems will also be closely studied.
These systems include the Rightly Guided Caliphs, Sunnis, Shi’ites, and Sufis, with a particular
investment in the Sunni/Shi’ite split. The relationship between Muslims and non-Muslims during
this time is of upmost importance and will be dissected. Additional focus will be placed on
tracing the spread of Islamic ideas (regarding math, science, society, writing, art and
architecture) through cultural diffusion by invasion and conquest of the following regions: the
Middle East, Northern Africa, Western Europe, and Southeast Asia—particularly India. Due to
the constraints of the pacing guide, there is no additional time to re-teach difficult concepts or
delve into each topic. The students are accustomed to the brisk pace, and this unit will follow
their previous units’ timeline.
B. Content and Standards Alignment:
Chapter/Section/Topic
Alabama Course of Study Standards
Chapter 11: Islamic Civilization
11.1: The Rise of Islam
ACOS.SS.8.11.1
11.2: Islamic Empires
ACOS.SS.8.11.1
11.3: Muslim Ways of Life
ACOS.SS.8.11.1
C. Learners:
The 8th grade World History to 1500s class is divided up into five classes: one advanced
and four normative. The advanced students are determined by a standardized test that they take
during seventh grade. This has relegated a few of the higher performing students out of the
advanced class because they are not proficient test takers. The reverse is also true: some students
2
Katie Porter
are enrolled in the advanced section but lack the personal discipline to excel at the advanced
level.
While there is little difference in the curriculum between the sections, the advanced class
contains most of the “over-s.” There is a sense of competition in their section that is non-existent
in the other four. The majority of the students in the advanced class are devastated if they earn
anything less than an A. The advanced class accounts for 29 of the 129 students in the World
History to 1500s class. For the third nine weeks, 7 of the 29 had a B (no Cs, Ds, or Fs) for their
final grade; there were several students from the other sections that had As but were ineligible
for the Advanced class due to their initial test score.
There are several English Language Learners (ELLs) in the different sections. Fifth
period is, by far, the most challenging class of the five sections. There are thirty-five students in
the class right before lunch. A student occupies every desk in the classroom. There are several
ELLs in the fifth period section; six receive accommodations. Of the six, two students require a
bilingual peer to serve as interpreter. The other four students are able to piecemeal the lessons
and are able to afford bilingual tutors outside of school.
However, fourth period is the weakest of all the sections. The students have the lowest
comprehensive grades of any of the sections (especially if you discount the ELLs in fifth period.)
There are several students who are among the strongest of the 129 and definitely deserving of the
Advanced class distinction, however their initial test scores precluded them from the class. The
students chosen for more in depth analysis will be from fourth period, which is the only period
with a clear above average achiever, average achiever, and low achiever. The other sections,
third and sixth period, are extremely homogenous in terms of classroom composition and
averages.
The three students selected will be student C: high achiever (earning As on virtually
every assignment), student B: average achiever (earning As/Bs/and Cs on varying assignments)
and student A: low achiever (earning Cs and predominately Ds..) There are no students with
IEPs in any of the sections. The only constant accommodations made are for the ELLs. There
are, however, less frequent accommodations made for three students with adverse home lives.
They are often given an extra day to turn an assignment in during times of duress (i.e. custody
hearings, chronic sinus infections due to cigarette smoke inhalation, inadequate access to
3
Katie Porter
resources such as the Internet.) There is constant effort made to ensure that these students are
given any handouts from class that are required to be printed off at home.
II. Teaching Models
A. Statement of Intent
My cooperating teacher and I deduced that direct instruction, interactive lecture, and
concept attainment would be the most appropriate methods for this unit. There was a directed
reading lesson on the first day of the unit, a review activity before the test (which does not follow
any traditional teaching models) and an interactive cooperative learning lesson implementing
timelines and technology.
B. Rationale
Time constraints are the single greatest factor driving my instruction during this
internship. Adhering to the pacing guide determines what you can teach and when it will occur.
Additionally, benchmark exam dates are fixed; every nine weeks there is a comprehensive exam
covering all the topics from the quarter. The amount of material to cover in the time allowed
relegates me to primarily interactive lecture. The students will be asked questions during the
lecture and expected to pay attention and participate while taking notes, but utilizing lecture
ensures that, as the instructor, the students will receive the necessary material.
The directed reading lesson is intended to foster graduated reading comprehension. The
students’ top concern with each test concerns the reading comprehension portion. In an attempt
to increase their reading comprehension scores, a guided reading on Muhammad’s life will allow
a controversial (for the area) topic to be dissected in a familiar way. As a reading strategist, I feel
that I can guide them to key words and context clues that can ameliorate their comprehension
levels.
The cooperative model is perfectly suited for covering one main idea with several key
sub-points. One lesson will target all four learning styles: kinesthetic, tactile, auditory, and
visual. The students respond well to the cooperative learning models when they serve as a
counterpoint to the interactive lecture lessons.
Finally, I chose to review for the test in a competitive way. This group of students thrives
on competition. They are willing to participate and are thoroughly more engaged when there are
4
Katie Porter
pronounced winners and losers. For this reason, the review activity did not adhere to a traditional
learning model. It mirrored an activity I previously observed in my Phase II placement.
C. Alternatives
I considered some other models, such as “Synectics” and “Juris Prudential,” but they
seemed inappropriate given the content and the maturity level of the students. There were lessons
that would have been well suited for the Advanced class, third period, and sixth period, however,
these lessons would not have succeeded in fourth or fifth period. In my attempt to streamline and
guarantee each student the same access to information, I decided to implement lessons that could
benefit all sections.
III. Formative/Summative
A. Description of Approach
In this unit on Islam, students will focus on the following topics: the rise of Islam, Islamic
empires, and Muslim ways of life. There are content quizzes that closely follow the structure of
the book. For every section, there is a quiz and at the end of each chapter there is are topic tests
that follow a format similar to the section quizzes. The three content quizzes will contain ten
questions and be graded out of twenty points. They will be utilized as formative assessments.
The summative assessment will be the topic 12 Test on Islam. This test will contain seventy
questions and count for 240 points. However, the first forty questions focus on content
knowledge, while the last thirty are based on reading comprehension. While one lesson was
implemented to assist in reading comprehension, the analysis will focus solely on the content
knowledge questions. Refer to “appendix student work” for the formative assessment content
quizzes as well as the summative post-test.
B. Rationale
Since all of the students have access to the textbook, whether at home or at school, it
serves as the framework for the curriculum. The textbook chapter on Islam, which is divided into
three sections, allows for three content quizzes to, presumably, predict the outcome of the
summative assessment post-test. Additionally, accountability and self-motivation are tools that
the majority of students in this group lack. Having quizzes in the classroom forces the students to
see the material for those few minutes. It seems bleak, but if they are given a reading schedule
with a content quiz afterwards, they cannot skirt the activity.
5
Katie Porter
IV. Lesson Plans
Day One: See Appendix A for lesson materials
Teacher: Katie Subject: World
Grade Level: 8th
Porter
History to 1500s
Unit Duration: 10 Lesson Date: February 25, 2013
Unit Topic:
Islam
days
Lesson Topic:
Parallel Text
Predominant Method/Model:
The life of
Directed Reading Lesson
(including page
Muhammad
#s):
Arquilevich,
Gabriel. World
Religions:
Interdisciplinary
Thematic
Unit. Westminster,
CA: Teacher
Created Materials,
1999. Print.
Curriculum Alignment (AHSGE, SAT, ACOS):
AL-ALEX-2008.SS.8.11
Describe early Islamic civilizations, including the development of religious, social, and
political systems.
AL-ALEX-2008.SS.8.11.1
Tracing the spread of Islamic ideas through invasion and conquest throughout the
Middle East, northern Africa, and western Europe
Concurrent Skills/Competency Focus:
main idea, key words, highlighting, listening, context clues
Instructional Objectives:
1. TSW describe Arabia before the rise of Islam.
2. TSW explain how Muhammad began to unify the Arabian peninsula under Islam.
3. TSW identify Islamic beliefs and practices.
INSTRUCTIONAL PROCEDURES
MATERIALS/RESOURCES
(Designating Set and Closure)
(Aligned with Procedures)
Bellringer: Turn to the “Using
 TTW greet students at the door.
Geography Skills” section on
 TSW complete the bellringer.
page 374 in your book.
 TSW copy weekly agenda written on the board.
Answer questions 1 and 2 in
 TTW collect bellringers from the previous week.
complete sentences.
 TTW review the daily bellringer with the class by
White board, dry erase
asking a student to answer each question. This can be
markers, textbook
done with equity sticks.
 TTW pass out the guided reading passage. (See
attached passage) The passage selected is pages 91-93 Equity sticks
Guided reading passage,
of Arquilevich, Gabriel. World Religions:
highlighter, pen
6
Katie Porter
Interdisciplinary Thematic Unit. Westminster, CA:
Teacher Created Materials, 1999. Print. The majority
of the students can read this passage in twenty minutes.
Those that cannot finish in time will be able to
highlight and underline as class progresses.
I. PRE-READING:














TTW expand background readiness by evaluating the
text.
TTW assume that TSW know nothing of the material.
The text is written for the appropriate age group, so
there should be no misinformation or reading
struggles.
TSW be expected to underline the text for key features
as they go. To review their underlined words
TTW have them highlight the text as a class.
TTW attend to key vocabulary by a method used
during the classroom often: word wall.
TSW add words that they do not understand to the
word wall so they take ownership of their vocabulary
acumen.
TTW preview structural features by review the text
that is divided into brief paragraphs over three pages.
TTW anticipate TSW question the necessity of
underlining the text. TTW inform the students that this
is a continuation of the note taking skills achieved and
honed during the Christianity unit.
TSW be motivated to read the passage because TTW
be patrolling and stopping by every desk to look over
the underlined portions. This will allow for formative
assessment. (All)
Learners do not need an overview of information
because this is an introductory piece for them to
understand Islam.
SET: TTW ask the students the name of the class.
TSW respond with: World History to 1500.
TTW explain that TSW treat the history of Islam as
they would any other ancient civilization.
TTW ask the students what they learned about the
history of Christianity that shocked them.
From there TTW address preconceived notions and
dissuade the students from using them for a potentially
controversial topic like Islam.
II. CONCURRENT READING:
7
Katie Porter




TTW facilitate the comprehension of the text by
having the student underline what they find to be
important.
TTW walk around the room after about five minutes of
reading and annotating and assess their underlined
portions. (All)
TTW induce visualization by reminding them of their
note taking tools: logographic cues, shorthand, and
other symbols.
TTW monitor for understanding by walking around the
room and assessing every student's paper during
reading time. This will reinforce their note taking
skills.
III. POST READING






TTW develop skills learning by utilizing equity sticks
to ask for examples of underlined portions of the text.
(All)
Then, after about ten examples, TTW ask the class to
choose what should be highlighted.
Every student will highlight the portions that the class
decided were the most important.
Thus, TSW have their own annotations bolstered by
the examples from the class.
TTW ask for feedback or questions.
CLOSURE: TTW close by reiterating the purpose of
note taking and address any other concerns that
emerged from the class.
ASSESSMENT
(Of Objectives)
TTW monitor student progress by analyzing their highlighted
portions, asking various questions about the text, and adding
any unknown terms or words to the class word wall.
ASSIGNMENT
(For Review, Practice,
and/or Extension)
The students will finish
annotating and highlighting
their handout if left unfinished
at the end of class.
Modifications:
ELL students will be allowed to bring in electronic translators.
In certain circumstances, students will be allowed to work
with a bilingual peer. The notes will be on the blog and the
students are familiar with free online translation tools.
8
Katie Porter
Day Two: See Appendix A for lesson materials
Teacher: Katie
Subject: World
Grade Level: 8th
Porter
History to 1500s
Unit Duration: 10 Lesson Date: 26 February 2013
Unit Topic:
Islam
days
Lesson Topic:
Parallel Text
Predominant Method/Model:
Arabian
Direct Instruction with Lecture as the method of
(including page
Peninsula
delivery
#s):
geography,
Spielvogel,
Muhammad’s
Jackson J. Glencoe
early life, and
World History:
the Beginnings
Journey through
of Islam
Time :. Alabama
ed. New York:
Glencoe/McGrawHill, 2005. Print.
The Early Ages.
Chapter 11.
Curriculum Alignment (AHSGE, SAT, ACOS):
AL.ALEX.2008.SS.8.11: Describe early Islamic civilizations, including the development of
religious, social and political systems.
Concurrent Skills/Competency Focus: Note-taking, listening, making connections
Instructional Objectives:
1. TSW describe Arabia before the rise of Islam.
2. TSW explain how Muhammad began to unify the Arabian Peninsula under Islam.
INSTRUCTIONAL PROCEDURES
MATERIALS/RESOURCES
(Designating Set and Closure)
(Aligned with Procedures)
TTW greet the students at the door.
I. ENTRY: PREPERATION FOR LEARNING




SET: TTW state the daily agenda and objectives:
complete the bellringer, copy the assignments, there
will be a lecture where TSW be taking notes, and then
there will be a collaborative review at the end of the
lecture.
The instructional objectives for the lesson will be
mentioned at this time. They are: TSW describe Arabia
before the rise of Islam and TSW explain how
Muhammad began to unify the Arabian Peninsula
under Islam.
TTW take attendance as the students complete the
bellringer written on the front board.
The bellringer for this lesson will be:
Bellringer: There were three questions for the
Whiteboard, markers
9
Katie Porter


bellringer today:
What is a synonym for Semitic?
What does Ka’bah mean in Arabic?
What number occurred multiple times through out
the text?
The bellringer will act as the SET.
TTW monitor the class for participation and
completion of the bellringer. TTW ask a pre-selected
student to answer the bellringer questions. Since there
are different classroom climates, these students may be
picked using equity sticks or students may be asked to
answer the bellringer if they struggled with the
material the previous day.
II. PRESENTATION



Equity sticks
TTW have prepared a PowerPoint on the following
topics: Arabian Peninsula geography, Muhammad’s
early life, and the Beginnings of Islam.
TTW monitor the students’ understanding of the
material by asking questions such as:

Who was Muhammad’s wife? Khadijah

What covers the majority of the Arabian
Peninsula? Desert

Who spoke to Muhammad in the cave?
The angel Gabriel
PowerPoint Slides
TSW be taking notes during the lecture. They will
need their own paper and pen. Students lacking their
own supplies will be issued a detention.
III. CLOSURE: REVIEW OF LEARNING





TTW end the lecture and prepare a final slide titled:
Check for Understanding.
TSW answer the questions on a blank piece of paper.
TTW review the answers with the class.
TTW tell the students that they will be reviewing
Muslim dynasties tomorrow.
TTW dismiss the students as the bell rings.
ASSESSMENT
(Of Objectives)
TTW pose questions throughout the lecture as well as the exit
activity with the “Check for Understanding” questions.
ASSIGNMENT
(For Review, Practice,
and/or Extension)
Read 11.1 for homework.
11.1 Content quiz on Friday,
March 1st.
10
Katie Porter
Modifications:
ELL students will be allowed to bring in electronic translators.
In certain circumstances, students will be allowed to work
with a bilingual peer. The notes will be on the blog and the
students are familiar with free online translation tools.
11
Katie Porter
Day Three: See Appendix A for lesson materials
Teacher: Katie Subject: World History to 1500s
Grade Level: 8th
Porter
Unit Duration: 10 days
Lesson Date: 27 February
Unit Topic:
Islam
2013
Lesson Topic:
Parallel Text (including page #s):
Predominant
Muslim
Spielvogel, Jackson J. Glencoe World
Method/Model:
Dynasties
History: Journey through Time :. Alabama Direct Instruction with Lecture
ed. New York: Glencoe/McGraw-Hill,
as the method of delivery
2005. Print. The Early Ages. Chapter 11.
Curriculum Alignment (AHSGE, SAT, ACOS):
AL.ALEX.2008.SS.8.11: Describe early Islamic civilizations, including the development of
religious, social and political systems.
Concurrent Skills/Competency Focus: Note-taking, listening, making connections
Instructional Objectives:
1. TSW identify important facts from the following Muslim political and social systems:
Caliphs, Rightly-Guided caliphs, Sunni/Shi’ites, Umayaads, Abbasids, and the Seljuk
Turks.
INSTRUCTIONAL PROCEDURES
MATERIALS/RESOURCES
(Designating Set and Closure)
(Aligned with Procedures)
TTW greet the students at the door.
I. ENTRY: PREPERATION FOR LEARNING





SET: TTW state the daily agenda and objectives:
complete the bellringer, copy the assignments, there
will be a lecture where TSW be taking notes, and then
there will be a collaborative review at the end of the
lecture.
The instructional objective for the lesson will be
mentioned at this time. It is: TSW identify important
facts from several Muslim political and social systems.
TTW take attendance as the students complete the
bellringer written on the front board.
The bellringer for this lesson will be the “Using
Geography Skills” questions on page 380 of their
textbook. The bellringer will act as the SET.
TTW monitor the class for participation and
completion of the bellringer. TTW ask a pre-selected
student to answer the bellringer questions. Since there
are different classroom climates, these students may be
picked using equity sticks or students may be asked to
answer the bellringer if they struggled with the
material the previous day.
II. PRESENTATION
Whiteboard, dry erase markers
Equity sticks
Textbook
PowerPoint (see attached)
12
Katie Porter









TTW have prepared a PowerPoint on the following
topics: Caliphs, Rightly-Guided caliphs,
Sunni/Shi’ites, Umayaads, Abbasids, and the Seljuk
Turks (see attached).
TTW monitor the students’ understanding of the
material by asking questions such as:
Why was hiring mercenaries a sign of a civilization’s
decline? It shows that the civilization does not care
about the wars it is fighting.
Where do the majority of Shi’ite’s live? Iran and Iraq
Why were they called Rightly-Guided? Because they
personally knew Muhammad.
Within the PowerPoint, there is a chart on the four
Rightly-Guided Caliphs.
TSW use their notes to fill in the chart of
Muhammad’s closest disciples.
TTW walk around the room assessing for
understanding and answering any questions.
TTW ask students to help fill in the chart with their
answers. TSW self-check their charts for accuracy and
fill in pieces their peers added.
Note taking supplies
Computer
Projector
III. CLOSURE: REVIEW OF LEARNING





TTW end the lecture and prepare a final slide titled:
Collaboration Review.
TSW be grouped into fours.
TSW will be assigned numbers: 1,2,3,4. Using their
notes only, the 1s will analyze the Rightly-Guide
caliphs. The 2s will research the Umayyads; the 3s the
Abbasids; and the 4s the Seljuk Turks.
TSW be looking for these groups’ significant
developments in Islam as well as their periods of rule.
This activity should take about 10 minutes. After the
ten minutes, the students will share their findings with
their groups and fill in the collaboration review chart.
CLOSURE: TTW review the collaboration review
charts with the class. If the students have not finished
their charts it will be homework. TTW tell the students
that they will be studying the Five Pillars of Islam the
following day and to prepare for an interactive activity.
They will only need their notebooks and a writing
utensil.
ASSESSMENT
ASSIGNMENT
13
Katie Porter
(Of Objectives)
1. TSW identify important facts from the following
Muslim political and social systems: Caliphs, RightlyGuided caliphs, Sunni/Shi’ites, Umayyads, Abbasids,
and the Seljuk Turks by successfully completing the
collaboration review.
Modifications:
ELL students will be allowed to bring in electronic translators.
In certain circumstances, students will be allowed to work
with a bilingual peer. The notes will be on the blog and the
students are familiar with free online translation tools.
(For Review, Practice,
and/or Extension)
Complete the collaboration
review if not finished in class.
14
Katie Porter
Day Four: See Appendix A for lesson materials
Teacher: Katie
Subject: World History to 1500s
Grade Level: 8th
Porter
Unit Duration: 10 days
Lesson Date: 28 February 2013
Unit Topic:
Islam
Lesson Topic:
Parallel Text (including page #s): Predominant Method/Model:
The Five Pillars Spielvogel, Jackson J. Glencoe
Direct Instruction with Lecture and
of Islam
World History: Journey through
deductive concept attainment as the
Time :. Alabama ed. New York:
modes of delivery
Glencoe/McGraw-Hill, 2005. Print.
The Early Ages.
Curriculum Alignment (AHSGE, SAT, ACOS): SS.8.11.1
Concurrent Skills/Competency Focus:
Working together, making connections, note taking
Instructional Objectives: TSW identify Islamic beliefs and practices.
INSTRUCTIONAL PROCEDURES
(Designating Set and Closure)
I.
Daily review
 TTW greet the students at the door.
 SET: TSW begin the bellringer
written on the left hand corner of
the front board. The bellringer is:
Answer the DBQ on page 382 of
your textbook.
 TTW review the agenda for the day,
covering assignments for the week.
TSW have a quiz on Friday on 11.1.
 TTW transition to the lecture
portion of the direct instruction
lesson by preparing the whiteboard
and projector. The PowerPoint will
have already been prepared and
loaded to the classroom computer.
II.
Structuring and presenting information
 TTW state the lesson’s objective as
follows: TSW identify Islamic
beliefs and practices.
 TTW present a very brief
PowerPoint “setting the stage” for
the lesson. It will cover the basics
of the Five Pillars of Islam.
 TTW inform the students to pay
very close attention to the lecture,
as there will be a collaborative
MATERIALS/RESOURCES
(Aligned with Procedures)
Textbook
White board, dry erase markers
PowerPoint Slides, computer,
projector
Five Pillars Graphic organizer
15
Katie Porter
activity that will require their
understanding of the lecture.
III.
Guided practice
 I. Deductive Concept Attainment
 TTW pass out the Five Pillars
Graphic Organizer (self
generated/see attached)
 The concept will be identified as
Islamic Beliefs and Practices.
 II. DEDUCING CONCEPT
ATTRIBUTES
 TTW divide the classroom by
columns (1-6).
 Column 1: Belief
 Column 2: Prayer
 Column 3: Charity
 Column 4: Fasting
 Column 5: Pilgrimage
 Column 6: The Five Pillars of Islam
 TTW have 25 words written on the
board.
 TSW work within their column to
determine which five words are
associated with their assigned pillar.
The sixth column will be working
collaboratively to create a synthetic
paragraph of the five pillars as a
whole.
 After the column believes they have
all of the words, TTW check for
accuracy.
 Once all the columns are correct,
each student will stand up and state
a word associated with his or her
respective column. The students
will continue to stand until all 25
words have been accounted for.
 TSW copy their peers’ points on
their own graphic organizer.
II. Structuring and presenting information
 TSW read their paragraph out loud.
 TTW ask for feedback from the
students.
IV.
Feedback and correctives
 TTW walk up and down each row
16
Katie Porter
assessing each student’s list of the
concepts listed in the graphic
organizer. See the attached graphic
organizer labeled MOCKUP for the
intended answers.
V.
Independent practice
 TSW complete the graphic
organizers.
VI.
Weekly and monthly reviews
 TSW complete the 11.1 content
quiz on Friday.
CLOSE: TTW reiterate the importance of the Five
Pillars of Islam and remind the students about
their upcoming quizzes.
TTW prepare an exit slip activity. TSW create a
logographic cue for each of the five pillars and
recreate it on the exit slip. Their five illustrations
will garner them the ability to leave the classroom.
ASSESSMENT
(Of Objectives)
TTW monitor students’ understanding by checking
their graphic organizers for concept mastery, asking
content questions during the presentations, and asking
wrap up questions as time permits at the end of class.
Exit Slips
ASSIGNMENT
(For Review, Practice, and/or
Extension)
Prepare for the Word Wall quiz on
Monday.
Prepare for the 11.1 content quiz
tomorrow.
Modifications:
ELL students will be allowed to bring in electronic
translators. In certain circumstances, students will be
allowed to work with a bilingual peer. The notes will
be on the blog and the students are familiar with free
online translation tools.
17
Katie Porter
Day Five: See Appendix A for lesson materials
Teacher: Katie Subject: World History to 1500s
Porter
Unit Duration: 10 days
Unit Topic:
Islam
Lesson Topic:
Parallel Text (including page #s):
Trade and
Spielvogel, Jackson J. Glencoe World
everyday life,
History: Journey through Time :. Alabama
Muslim
ed. New York: Glencoe/McGraw-Hill,
achievements
2005. Print. The Early Ages. Chapter 11.
Curriculum Alignment (AHSGE, SAT, ACOS): SS.8.11.1
Grade Level: 8th
Lesson Date: March 1, 2013
Predominant
Method/Model:
SUBSTITUTE LESSON
PLAN
Concurrent Skills/Competency Focus: Note taking, outlining
Instructional Objectives:
TSW outline the cultural and scientific achievements of Muslim civilization, as well as about
the daily life of the peoples of the Muslim empire.
INSTRUCTIONAL PROCEDURES
MATERIALS/RESOURCES
(Designating Set and Closure)
(Aligned with Procedures)
SET: TSW complete the following bellringer: write a
White board, dry erase
complete sentence on each of the five pillars of Islam.
markers
TSW take a content quiz on 11.1.
TSW outline 11.3.
11. 1 content quiz
TSW prepare for the word wall quiz on Monday. The words
are: accrue, affluence, implore, pilgrimage, purveyors,
revelation, tedious.
ASSESSMENT
(Of Objectives)
Textbook
TTW assess the students’ understanding of the material by
analyzing the 11.1 content quiz.
Modifications:
ELL students will be allowed to bring in electronic translators.
In certain circumstances, students will be allowed to work
with a bilingual peer. The notes will be on the blog and the
students are familiar with free online translation tools.
ASSIGNMENT
(For Review, Practice,
and/or Extension)
Finish outlining 11.3
Prepare for the word wall quiz
18
Katie Porter
Day Six: See Appendix A for lesson materials
Teacher: Katie Subject: World History to 1500s
Grade Level: 8th
Porter
Unit Topic:
Unit Duration: 10 days
Lesson Date: 4 March 2013
Islam
Lesson Topic: Parallel Text (including page #s):
Predominant
Ottoman
Spielvogel, Jackson J. Glencoe World
Method/Model:
Empire, Mogul
History: Journey through Time :.
Direct Instruction with
Empire
Alabama ed. New York:
Lecture as the mode of
Glencoe/McGraw-Hill, 2005. Print. The
delivery
Early Ages.
Curriculum Alignment (AHSGE, SAT, ACOS): 15.1-2 & 16. 1-3 & 17.1
Concurrent Skills/Competency Focus: Notetaking, listening, following directions,
making connections
Instructional Objectives:
1. TSW describe the Ottoman Empire’s origins.
2. TSW trace the expansion of Ottoman power.
3. TSW identify achievements under Suleiman the Lawgiver.
4. TSW explain the empire’s slow decline.
5. TSW describe the rise of the Mogul Empire.
6. TSW analyze the achievements of Akbar.
7. TSW list triumphs and failures of Akbar’s successors.
8. TSW explain why the empire declined.
INSTRUCTIONAL PROCEDURES
MATERIALS/RESOURCES
(Designating Set and Closure)
(Aligned with
Procedures)
TTW greet the students at the door.
I. ENTRY: PREPERATION FOR LEARNING
 SET: TTW state the daily agenda and objectives:
complete the bellringer, copy the assignments, take
the Word Wall quiz, and there will be a lecture where
TSW be taking notes.
 The instructional objectives for the lesson will be
mentioned at this time. They are listed in instructional
Dry Erase board/markers
objectives (see above.)
 TTW take attendance as the students complete the
bellringer written on the front board.
Textbook
 The bellringer for this lesson will be the “Connecting
to the Past” questions on page 389 of their textbook.
The bellringer will act as the SET.
Equity Sticks
 TTW monitor the class for participation and
completion of the bellringer. TTW ask students to
answer the bellringer questions. These students may
19
Katie Porter
be picked using equity sticks.
 Students that do not work on their bellringer in a
timely fashion will be issued a detention.
 TTW write the seven terms on the board.
 TSW take out a piece of paper and prepare an MLA
heading. TSW listen to the teacher say a definition
three times, no more, no less, and write the word that
corresponds with it.
 TSW pass up their word wall quizzes.
II. PRESENTATION
 TTW have prepared a lecture on the following topics:
The Ottoman and Mogul Empires. TTW monitor the
students’ understanding of the material by asking
questions such as:

Who was the greatest Mogul leader?
(Akbar)

How did Suleiman weaken the Ottoman
Empire? (He killed off any strong heirs
due to fear of losing power.)

What did Mehmed utilize to seize
Constantinople? (Gunpowder and
cannons to breach the walls)
 TSW be taking notes during the lecture. They will
need their own paper and pen. Students lacking their
own supplies will be issued a detention.
III. CLOSURE: REVIEW OF LEARNING
 CLOSURE: TTW prepare the students for the lecture
tomorrow concerning Muslim society and culture.
 TTW remind the students that they will need to
review section 11.3 for the content quiz tomorrow.
 TTW stand at the door and bid farewell to the
students after dismissal.
ASSESSMENT
(Of Objectives)
TTW utilize the bellringers and formative questions during
the lecture to gauge understanding.
See attached PowerPoint
slides
ASSIGNMENT
(For Review, Practice,
and/or Extension)
11.3 Content quiz on
Tuesday, March 5.
Modifications:
ELL students will be allowed to bring in electronic
translators. In certain circumstances, students will be
allowed to work with a bilingual peer. The notes will be on
the blog and the students are familiar with free online
translation tools.
20
Katie Porter
Day Seven: See Appendix A for lesson materials
Teacher: Katie Subject: World History to 1500s
Grade Level: 8th
Porter
Unit Topic:
Unit Duration: 10 days
Lesson Date: 5 March 2013
Islam
Lesson Topic: Parallel Text (including page #s):
Predominant
Muslim Trade,
Spielvogel, Jackson J. Glencoe World
Method/Model:
Muslim
History: Journey through Time :.
Direct Instruction with
Farmers,
Alabama ed. New York:
Lecture as the mode of
Muslim Cities,
Glencoe/McGraw-Hill, 2005. Print. The
delivery
Muslim
Early Ages.
Architecture,
Muslim Culture,
Muslim Society
Curriculum Alignment (AHSGE, SAT, ACOS): 15.1-2 & 16. 1-3 & 17.1
Concurrent Skills/Competency Focus: Note taking, listening, following directions,
making connections
Instructional Objectives:
9. TSW describe Islamic society.
10. TSW identify Muslim accomplishments in art and science.
11. TSW describe Muslim attitudes toward philosophy and religion.
INSTRUCTIONAL PROCEDURES
MATERIALS/RESOURCES
(Designating Set and Closure)
(Aligned with Procedures)
TTW greet the students at the door.
I. ENTRY: PREPERATION FOR LEARNING
 SET: TTW state the daily agenda and objectives:
complete the bellringer, copy the assignments, take
the content quiz, and there will be a lecture where
TSW be taking notes.
 The instructional objectives for the lesson will be
mentioned at this time. They are listed in
instructional objectives (see above.)
 TTW take attendance as the students complete the
bellringer written on the front board.
 The bellringer for this lesson will be the
“Document-Based Question” questions on page 391
of their textbook. The bellringer will act as the SET.
 TTW monitor the class for participation and
completion of the bellringer. TTW ask students to
answer the bellringer questions. These students
may be picked using equity sticks.
 Students that do not work on their bellringer in a
timely fashion will be issued a detention.
 TTW pass out the classroom copies of the content
Dry Erase board/markers
Textbook
Equity Sticks
Content quizzes
21
Katie Porter
quiz.
 TSW take out a piece of paper and prepare an MLA
heading. TSW write the answers to the quiz on the
piece of paper.
 TSW pass up their content quizzes.
II. PRESENTATION
 TTW have prepared a lecture on the following
topics: The Ottoman and Mogul Empires. TTW
monitor the students’ understanding of the
material by asking questions such as:

Who was the greatest Mogul leader?
(Akbar)

How did Suleiman weaken the
Ottoman Empire? (He killed off any
strong heirs due to fear of losing
power.)

What did Mehmed utilize to seize
Constantinople? (Gunpowder and
cannons to breach the walls)
 TSW be taking notes during the lecture. They will
need their own paper and pen. Students lacking
their own supplies will be issued a detention.
III. CLOSURE: REVIEW OF LEARNING
 CLOSURE: TTW prepare the students for the
lecture tomorrow concerning Muslim society and
culture.
 TTW remind the students that they will need to
review section 11.2 for the content quiz tomorrow.
 TTW stand at the door and bid farewell to the
students after dismissal.
ASSESSMENT
(Of Objectives)
TTW utilize the bellringers and formative questions
during the lecture to gauge understanding.
TTW assess the grades from the content quizzes to check
for understanding.
Modifications:
ELL students will be allowed to bring in electronic
translators. In certain circumstances, students will be
allowed to work with a bilingual peer. The notes will be on
the blog and the students are familiar with free online
translation tools.
See attached PowerPoint
slides
ASSIGNMENT
(For Review, Practice,
and/or Extension)
11.2 Content quiz on
Tuesday, March 5.
22
Katie Porter
Day Eight: See Appendix A for lesson materials
Teacher: Katie Subject: World History to 1500 Grade Level: 8th
Porter
Unit Topic:
Unit Duration: 10 Days
Lesson Date: March 6 2013
Islam
Lesson Topic: Parallel Text (including page
Predominant Method/Model:
Muslim
#s): Spielvogel, Jackson J.
Comprehension Check
Dynasties
Glencoe World History: Journey
through Time :. Alabama ed.
New York: Glencoe/McGrawHill, 2005. Print. The Early Ages.
Curriculum Alignment (AHSGE, SAT, ACOS): SS.8.11.1
Concurrent Skills/Competency Focus: sequence, cause/effect, notetaking, listening,
following directions, creating timelines
Instructional Objectives:
1. TSW create a timeline covering the Muslim Dynasties.
INSTRUCTIONAL PROCEDURES
(Designating Set and Closure)
TTW greet the students at the door.
MATERIALS/RESOURCES
(Aligned with Procedures)
I. ENTRY: PREPERATION FOR LEARNING





SET: TTW state the daily agenda and objectives:
complete the bellringer, copy the assignments,
there will be a lecture where TSW be taking notes,
and then there will be a collaborative review at the
end of the lecture.
The instructional objective for the lesson will be
mentioned at this time. It is: TSW create a timeline
covering the Muslim Dynasties.
TTW take attendance as the students complete the
bellringer written on the front board.
The bellringer for this lesson will be the “Using
Geography Skills” questions on page 383 of their
textbook. The bellringer will act as the SET.
TTW monitor the class for participation and
completion of the bellringer. TTW ask a preselected student to answer the bellringer questions.
Since there are different classroom climates, these
students may be picked using equity sticks or
students may be asked to answer the bellringer if
they struggled with the material the previous day.
Whiteboard, dry erase
markers
Equity sticks
Textbook
TIMELINE PROCEDURES:
23
Katie Porter
TTW split the class into rows according to their seating
chart. The following numerals match up with the assigned
rows:
PowerPoint (see attached)
Note taking supplies
Computer
Projector
I. Muhammad’s life, Rightly-Guided Caliphs, Umayyads
II. Sufis, Shhites, Sunnis
III. Abbasids
IV: Seljuk Turks
V: Ottomans
VI: Moguls
For ten minutes each student will independently on his or her
assigned topic. Then, topic-by-topic the class will collectively
fill in an interactive timeline. Here are the timelines (First and
sixth period were combined due to time restraints)
I/VI: http://www.timetoast.com/timelines/muslim-empiresand-dynasties
III: http://www.timetoast.com/timelines/muslim-expansiontimeline-third-period
IV: http://www.timetoast.com/timelines/fourth-periodmuslim-timeline
V: http://www.timetoast.com/timelines/fifth-periodtimeline-of-the-muslim-empires
Close: TTW review the timeline chronologically and remind
the students that their classroom timelines are attached to the
blog. TTW allude to the review activity the students will be
completing the next day in preparation for their test on Friday.
ASSESSMENT
(Of Objectives)
TTW assess the class timelines for completeness and
understanding of materials.
ASSIGNMENT
(For Review, Practice,
and/or Extension)
Begin preparations for the
Unit test on Friday.
24
Katie Porter
Modifications:
ELL students will be allowed to bring in electronic
translators. In certain circumstances, students will be
allowed to work with a bilingual peer. The notes will be on
the blog and the students are familiar with free online
translation tools.
25
Katie Porter
Day Nine: See Appendix A for lesson materials
Teacher: Katie
Subject: World History to 1500
Grade Level: 8th
Porter
Unit Duration: 10 Days
Lesson Date: March 7 2013
Unit Topic:
Islam
Lesson Topic:
Parallel Text (including page
Predominant Method/Model:
Islam Unit
#s): Spielvogel, Jackson J.
Review Activity for Test Preparation.
Glencoe World History: Journey
through Time :. Alabama ed. New
York: Glencoe/McGraw-Hill,
2005. Print. The Early Ages.
Curriculum Alignment (AHSGE, SAT, ACOS): SS.8.11.1
Concurrent Skills/Competency Focus: note taking, comprehension, study skills, working
together
Instructional Objectives:
2. TSW review the Islam unit.
INSTRUCTIONAL PROCEDURES
(Designating Set and Closure)
TTW greet the students at the door.
MATERIALS/RESOURCES
(Aligned with Procedures)
I. ENTRY: PREPERATION FOR LEARNING





SET: TTW state the daily agenda and objectives:
complete the bellringer, copy the assignments, and
then there will be a collaborative review.
The instructional objective for the lesson will be
mentioned at this time. It is: TSW review the Islam
unit.
TTW take attendance as the students complete the
bellringer written on the front board.
The bellringer for this lesson will be the “Using
Geography Skills” questions on page 385 of their
textbook. The bellringer will act as the SET.
TTW monitor the class for participation and
completion of the bellringer. TTW ask a pre-selected
student to answer the bellringer questions. Since there
are different classroom climates, these students may be
picked using equity sticks or students may be asked to
answer the bellringer if they struggled with the
material the previous day.
REVIEW PROCEDURES:


TTW pass out the review questions.
TSW work independently for five-seven minutes
Whiteboard, dry erase markers
Equity sticks
Textbook
Classroom copies of the
review sheet
26
Katie Porter









answering as many questions as possible.
TTW walk around the room, monitoring for
completion.
TTW allow the students to partner up.
TSW work on the review questions together for 10
minutes.
TSW then be allowed to use their notes for 10 minutes.
TSW finally be allowed to use their books.
Once ALL the answers are completed, TSW be able to
bring the teacher the review sheet. TTW check for
accuracy. TTW return the sheet to the student after
finding the first error. TSW only mark the first error
spotted, not every inaccuracy.
The students that finish first get to choose their
presentation slot for their cereal box projects.
Close: TTW quickly review the answers to the review
sheet with the whole class. TTW implore the students
to study for the test and list the materials and resources
available to them:
The class blog, timelines, notes, PowerPoint slides,
review quizzes, and the reading and study guide.
ASSESSMENT
(Of Objectives)
TTW assess the review sheets for completeness and accuracy.
ASSIGNMENT
(For Review, Practice,
and/or Extension)
Unit test on Friday.
Modifications:
ELL students will be allowed to bring in electronic translators.
In certain circumstances, students will be allowed to work
with a bilingual peer. The notes will be on the blog and the
students are familiar with free online translation tools.
27
Katie Porter
Day Ten: See Appendix A for lesson materials
Teacher: Katie Subject: World History to
Grade Level: 8th
Porter
1500s
Unit Duration: 10 days
Lesson Date: 8 March 2013
Unit Topic:
Islam
Lesson Topic: Parallel Text (including page Predominant Method/Model:
The Rise of
Test Administration
#s):
Islam, Daily
Spielvogel, Jackson J. Glencoe
Life in Early
World History: Journey
Arabia,
through Time: Alabama ed.
Muhammad:
New York: Glencoe/McGrawIslam’s
Hill, 2005. Print. The Early
Prophet,
Ages.
Islam’s
Teachings,
Islamic
Empires, The
Spread of
Islam,
Struggles
Within Islam,
Later Muslim
Empires,
Muslim Ways
of Life, Trade
and Everyday
Life, Muslim
Achievements,.
Curriculum Alignment (AHSGE, SAT, ACOS): SS.8.11.1
Concurrent Skills/Competency Focus: Test preparation, test taking, making connections,
reading comprehension
Instructional Objectives:
3. TSW describe Arabia before the rise of Islam.
4. TSW will explain how Muhammad began to unify the Arabian Peninsula under Islam.
5. TSW identify Islamic beliefs and practices.
6. TSW describe how Muhammad’s successors spread Islam.
7. TSW list conflicts within the Umayyad Dynasty.
8. TSW explain how rivalries split Islam.
9. TSW describe society under the Abbasids.
10. TSW Identify Muslim accomplishments in art and science.
11. TSW describe Muslim attitudes toward philosophy and religion.
12. TSW describe the Ottoman Empire’s origins.
13. TSW trace the expansion of Ottoman power.
14. TSW identify achievements under Suleiman the Lawgiver.
28
Katie Porter
15. TSW explain the empire’s slow decline.
16. TSW describe the rise of the Mogul Empire.
17. TSW analyze the achievements of Akbar.
18. TSW list triumphs and failures of Akbar’s successors.
19. TSW explain why the empire declined.
INSTRUCTIONAL
MATERIALS/RESOURCES
PROCEDURES
(Aligned with Procedures)
(Designating Set and Closure)
 TTW greet the students at the door.
 TTW take attendance.
Answer document (1 per student)
 TTW pass out the answer document for the
White board, dry erase markers
test.
 TTW write the following instructions for
filling in the answer document on the board
where the bellringer is written:
Name: (Your name)
Classroom copies of topic 15 test (30
Subject: Topic 12 Test
Period (Your period) Date: March 8, 2013 normative, 7 accommodated)
 TTW hand out the classroom copies of the
test.
 ELL students will receive an accommodated
test.
 TTW monitor by walking around the
classroom every 5-7 minutes.
 With 3 minutes left in the class period, TTW
collect the answer documents by calling each
student up individually according to the
alphabet.
 TTW assign a student to collect the classroom
copies of the test in numerical order.
 TTW dismiss the students as the bell rings.
ASSESSMENT
ASSIGNMENT
(Of Objectives)
(For Review, Practice, and/or
Extension)
TTW assess for mastery of the unit by
End of Unit
administering the test on Islam.
Modifications:
ELL students will be given an accommodated
test. In certain circumstances they will be allowed
to use an electronic translator.
29
Katie Porter
V. Learner Background and Anticipated Performance
A. Learner A
Learner A is a Middle Eastern-American male with a 61.42% in the World
History to 1500s fourth period class. He qualifies for free lunch given his low socio-economic
status. Learner A struggles scholastically and socially. His grades are poor and he fails to
complete his work in a timely manner. The work that he does submit is inadequately done. In the
first week of the third quarter alone he turned in four assignments after the assigned due date,
resulting in an automatic 40% deduction per each assignment grade.
He recently moved to the area from the mid-Atlantic region. His father continues
to live up North and his mother is willing to make excuses for his poor academic standing. One
administrator made the observation that as a Muslim household, a single mother might be
culturally unable to discipline or command her son in a fashion considered normative for nonMuslim households with different gender dynamics. While this is conjecture and impossible to
discern as reality, cultural relativism is something to remain cognizant of.
My cooperating teacher and I expect very little from the students outside of class.
The most strenuous assignments apart from tests are creative projects. Learner A’s academic
issues are two fold: little to no displayed effort and an inability to listen to simple directions. He
was unable to complete an assignment considered “fun” by the rest of his peers: creating an
eight-frame comic concerning Julius Caesar. He reads often, but it does not show in his
schoolwork. His sentences are not on an eighth grade level and his penmanship is barely legible.
He is constantly the last student to finish daily bellringers due to his inability to
remain organized and focused. He does not have an IEP, but the administrators at the school are
aware of his academic shortcomings. After speaking with his other core teachers I found that
their experiences with him mirror mine. For example: after a lesson on Christianity in the Middle
East, Learner A approached my cooperating teacher and earnestly said he was enjoying learning
about Africa. Learner A is in need of constant guidance. In an earlier unit he was moved to the
desk right in front of mine so I could monitor his progress on a reading and study guide. He did
not believe it to be a form of discipline, as it was intended. He genuinely enjoyed the extra
attention and guidance and wanted this to be a daily occurrence. However, this is an unrealistic
expectation when I am leading the classroom rather than observing.
The expectations for Learner A are slightly elevated given that he is a practicing
Muslim. Unfortunately, the only real expectation for Learner A is to maintain his current
30
Katie Porter
average. Learner A could potentially benefit from having formative assessments in class because
he will be made to finish them. He cannot procrastinate on a quiz with a time limit, which
eschews his lack of preparedness. His lack of preparation (completing assignments, reading the
materials, bringing the necessary items to class) for success in the classroom will preclude him
from earning higher marks on this unit.
B. Learner B
Learner B is a Black female from a stable household. She currently maintains a
low B average of 80.81%. She possesses the ability to perform at a higher level but lacks the
personal motivation to do so.
Learner B is exceptionally bright and quick-witted. She seems more socially
mature than her peers, which frustrates her immensely. However, she is not wholly sophisticated.
Her ability to verbally attack her peers, causing conflict that often reduces fourth-period to name
calling and other immaturities. She is a social leader; when she is in a good mood, the class runs
smoothly. Her biggest roadblock is herself. If she is unmotivated or does not see the utility in a
task, she allows her stubborn sensibilities to reign—thus leaving the task unattended.
Learner B is exceptionally active in extracurricular activities, participating in
track and field, band, and science club, among others. She responds well to personal
reinforcement. For example, while conducting research in the media center, Learner B lacked
motivation to complete the task. After taking her aside and speaking with her, she let on that she
has plans to join a service academy after high school. I explained the rigor demanded at that level
and that she should begin cultivating those habits as early as possible. From that moment
forward, she focused on her research. However, she is still able to get stuck in the fray.
Basically, Learner B adheres to a feast or famine mentality. If she wants to do
well, she will. If she refuses to put any effort into studying or preparing her materials, she will
often still perform at a higher standard than her peers. Things come easily to her, so without
much work at all she will earn low As, Bs, and high Cs. I expect her to follow this pattern as it is
ingrained in her. If Learner B is to improve, she will need motivation and structure. I anticipate
high marks on the formative assessment content quizzes and a lower grade on the summative
assessment, as the summative will require more advanced preparation out of class.
C. Learner C
Learner C is a White female from a moderate socio-economic status. She is,
across all sections and regardless of grade average, the most impressive student concerning
31
Katie Porter
Social Science as a discipline. She currently maintains an A average of 94.25%. Her grades
would, presumably, be higher except that she missed a few classes before a test on which she
earned a B. It was very uncharacteristic of her and has not been repeated since.
Learner C’s only challenges in the classroom are her section mates. Her ability to
learn in the classroom is often hindered by their antics and inability to stay on task. Additionally,
I often have to ask her to not read in class. She has an innate mastery of the material, but must
adhere to the same classroom climate expectations as her peers.
Barring an extreme outlier, Learner C should tackle this unit effortlessly. Her
dedication to her schoolwork is exceptional. For a creative homework assignment, the students
were instructed to write a letter from the perspective of a Roman soldier. While other students
wrote on loose-leaf paper and saw the exercise as a homework grade, her work was on antiqued
paper with perfect penmanship. She sealed her letter with a signet ring and wax, and the contents
of her entry were written at a college level. She is enraptured by history and excels at most
subjects.
Learner C and I often engage in conversations regarding the material while the
other students are still working on their assignments. She must maintain focus and not get bored
in class; not that the material is beneath her, per se, but she is just so advanced in both her
content knowledge and study habits. I expect near perfection from Learner C on the formative
assessments as well as the summative. Additionally, to keep her motivated, I have issued her
some vocabulary packets to utilize for high school. These are not for a grade, but for her own
vocabulary appreciation.
32
Katie Porter
VI. Individual Learner Analysis: See attached folder Appendix Student Work
A. Learner A
Topic
Formative
Assessment
The Rise of Islam
Islamic Empires
Muslim Ways of Life
Comprehensive
Formative Score
11.1 content quiz
11.2 content quiz
11.3 content quiz
Chapter 11 Quizzes
80%
70%
40%
63.33%
Post-test score
correlating with
formative
assessment topics
92.86%
90%
50%
85%
Formative Assessments:
Question #
11.1 Correct
Answer
Caravan
Quran
Bedouin
Oasis
Sheikh
Desert
11.1
Learner A
Answer
Correct
Correct
Correct
Correct
Correct
Correct
11.2
Correct
Answer
Sultan
Caliph
Shiite
Mogul
Sunni
Abu Bakr
11.2
Learner A
Answer
Correct
Correct
Sunni
Correct
Shiite
Correct
11.3
Correct
Answer
Mosque
al-Razi
Crier
Bazaar
Minaret
Coins
1
2
3
4
5
6
7
Allah
Correct
Sufis
Correct
8
Muhammad
Correct
Correct
9
One God
Correct
Rubaiyat
10
Commerce
Gods and
Goddesses
Government
Sunnis and
Shiites
Suleiman I
Power and
wealth
Ibn Sina
Akbar
Suleiman I
Taj Mahal
11.3
Learner A
Answer
Correct
Bazaar
Correct
Minaret
al-Razi
Business
records
Correct
Ibn Khaldun
The Arabian
Nights
Correct
My expectations for Student A were set very low, yet he did comparatively well. He
achieved an 80% on 11.1 content quiz; 70% on 11.2 content quiz; and a standard 40% on the
11.3 content quiz. He seemed very excited about this unit because of his upbringing and culture.
As a Muslim, he felt the same sense of ownership of the material that the majority of the students
displayed with the previous unit on Christianity. While this did not result in A work, his post-test
cumulative score increased two letter grades—from a D to a B. Student A was also more
outgoing in the classroom. He offered to pronounce a few Arabic words and shared his
perspective on Muslim life a few times. While the scores do not reflect it, his participation in the
classroom skyrocketed. He wanted to answer every bellringer and question posed throughout the
period. However, he still lacks the content knowledge and personal discipline to excel in the
classroom. He often forgot his materials. While his behavior and maturation improved, it is still
subpar.
33
Katie Porter
Delving deeper into his formative assessments’ results show some of Learner A’s
patterns. On 11.1, question 10 is a complicated one. The question regards the Quran and the rules
associated with it. Several people thought that the Quran enumerated ways to govern people,
when in fact it is concerned with commerce. This, I feel, was a tricky question. The students are
not wholly familiar with the teachings of the Quran, and it does touch on government.
Contemporary context is also important. With the political strife in the Middle East, one could
easily assume, especially as an eighth grader, that the Quran lists rules for governance. For
Learner A, however, question nine should have be fail proof. There have already been two units
taught concerning monotheism: Judaism and Christianity. These two religions are mentioned in
the question. Since the section learned about the Five Pillars of Islam, of which there is no God
but Allah is the most important, it would seem obvious that Islam is also a monotheistic religion.
However, Student A failed to recognize the pattern.
Content Quiz 11.2 was less successful for Learner A, however he missed an easily
confused matching pair regarding Islamic subgroups: the Sunni and the Shiite. Since these two
groups are so polarized, they are often studied in a chart, side-by-side. That is how the textbook
presents the information, and I mirrored the approach in my interactive lecture.
Since there is little time for review, Learner A received his quiz grade and we moved
along. There was no real feedback given other than the score. There was no need for reteaching
materials because of the accessibility to the textbook. However, there was ample opportunity to
seek extra help. I made myself available every morning before school. The rapport I share with
Learner A is one of constant communication. He was informed of the expectations and attempted
to meet the challenge head on. I would consider his improvement, specifically on the rise of
Islam and Islamic Empires, to be a success.
34
Katie Porter
B. Learner B
Topic
Formative
Assessment
The Rise of Islam
Islamic Empires
Muslim Ways of Life
Comprehensive
Formative Score
11.1 content quiz
11.2 content quiz
11.3 content quiz
Chapter 11 Quizzes
80%
40%
70%
63.33%
Post-test score
correlating with
formative
assessment topics
78.57%
65%
50%
67.5%
Formative Assessments:
Question #
11.1 Correct
Answer
Caravan
Quran
Bedouin
Oasis
Sheikh
Desert
11.1
Learner A
Answer
Correct
Correct
Sheikh
Correct
Bedouin
Correct
11.2
Correct
Answer
Sultan
Caliph
Shiite
Mogul
Sunni
Abu Bakr
11.2
Learner A
Answer
Caliph
Sultan
Mogul
Shiite
Correct
Correct
11.3
Correct
Answer
Mosque
al-Razi
Crier
Bazaar
Minaret
Coins
1
2
3
4
5
6
7
Allah
Correct
Sufis
Shiites
8
Muhammad
Correct
Correct
9
10
One God
Commerce
Correct
Correct
Sunnis and
Shiites
Suleiman I
Akbar
Power and
wealth
Ibn Sina
Correct
Suleiman I
Rubaiyat
Taj Mahal
11.3
Learner A
Answer
Correct
Correct
Correct
Correct
al-Razi
Business
records
Correct
Ibn Khaldun
Muqaddimah
Correct
Learner B was pessimistic during this unit. Her attitude was incorrigible, and she was
flippant and rude. Several of her core teachers approached her about her attitude in their classes;
I did the same. She was unwilling to give a response but would apologize afterwards, citing that
she was simply having a bad day. I believe there was something more pressing going on, and she
mismanaged her response to it. In turn, her grades declined compared to the beginning of the
quarter. Her attitude was particularly noticeable for the 11.2 content quiz and her score reflects
that.
Her scores increased from the Islamic Empires formative assessment to the content
questions of the summative assessment. Learner A enjoys the collaborative lessons because she
says she is less “bored.” I think she enjoys talking and remembers the material better when she is
allowed to move around and be more vocal. Although my lectures are extremely interactive and
35
Katie Porter
require class participation, she neglects to keep her chatter in check. Since the collaborative
lessons focused on Islamic Empires it goes to follow that her scores would increase.
Learner B was proud to not study for her test and let me know the moment she sat down
to take it. She was unmotivated for this unit, but her attitude shifted once she had to focus on
benchmarks. She become more inclined to pay attention and was using her disruptive attributes
in a constructive way and implored people to stay on task. While her grades were shaky this time
around, her attitude and demeanor improved greatly.
C. Learner C
Topic
Formative
Assessment
Formative Score
The Rise of Islam
Islamic Empires
Muslim Ways of Life
Comprehensive
11.1 content quiz
11.2 content quiz
11.3 content quiz
Chapter 11 Quizzes
100%
80%
90%
90%
Post-test score
correlating with
formative
assessment topics
100%
100%
100%
100%
Formative Assessments:
Question #
11.1 Correct
Answer
Caravan
Quran
Bedouin
Oasis
Sheikh
Desert
Allah
11.1
Learner A
Answer
Correct
Correct
Correct
Correct
Correct
Correct
Correct
11.2
Correct
Answer
Sultan
Caliph
Shiite
Mogul
Sunni
Abu Bakr
Sufis
11.2
Learner A
Answer
Correct
Correct
Correct
Correct
Correct
Correct
Correct
1
2
3
4
5
6
7
11.3
Learner A
Answer
Correct
Correct
Correct
Correct
Correct
Correct
Correct
Correct
11.3
Correct
Answer
Mosque
al-Razi
Crier
Bazaar
Minaret
Coins
Power and
wealth
Ibn Sina
8
Muhammad
Correct
9
10
One God
Commerce
Correct
Correct
Sunnis and
Shiites
Suleiman I
Akbar
Akbar
Suleiman I
Rubaiyat
Taj Mahal
Correct
Correct
Ibn Khaldun
Learner C performed exactly as I thought she would. She scored the highest grade
on the test across all sections and improved upon her areas of perceived weakness. She
mastered all the content and had very little room to improve. Her 11.1 quiz was perfect,.
Her 11.2 quiz transposed two powerful leaders that were talked about at length in the
lecture, but they shared similar attributes. Lastly, the only question she missed on 11.3 had
two answers to chose from that were very similar. Instead of choosing Ibn Sina, she chose
36
Katie Porter
the alternative “Ibn” answer: Ibn Khaldun. The two men were covered in the book and
lecture, but again, her choices are understandable.
VII. Group Analysis
A. Patterns of Strength
Topic
Formative
Assessment
Formative Score
Post-test score
correlating with
formative
assessment topics
The Rise of Islam
11.1 content quiz
82.75%
82.31%
Islamic Empires
11.2 content quiz
60%
71.90%
Muslim Ways of Life
11.3 content quiz
66.8%
76.98%
Comprehensive
All quizzes
69.85%
76.30%
I think that there is an argument to be made that all three topics were strong in their
execution. The Rise of Islam content was virtually unchanged from formative to summative;
however, it contained a relatively high percentage of understanding. A B average on anything is
strong for fourth period, so even though there was a half of a percentage point decline for the
section, it can be considered a success.
The other two sections, Islamic Empires and Muslim Ways of Life, displayed strong
improvement. Each topic’s score increased by a whole letter grade. This could be for a number
of reasons: the review activity, reviewing the notes posted onto the class blog, or (the least likely
scenario given this classroom makeup) the students studied for their test. The questions posed to
them on the test had been discussed or reviewed at least three times through different media, so
even though they improved, I will discuss why fourth period’s 11.2 and 11.3 summative scores
could also display patterns of weakness.
B. Patterns of Relative Weakness
Topic
Formative
Assessment
Formative Score
Post-test score
correlating with
formative
assessment topics
The Rise of Islam
11.1 content quiz
82.75%
82.31%
Islamic Empires
11.2 content quiz
60%
71.90%
Muslim Ways of Life
11.3 content quiz
66.8%
76.98%
Comprehensive
All quizzes
69.85%
76.30%
All three content sections could also display signs of weakness. While the Rise of Islam
content was altogether rather high given the normative grades of fourth period, it declined
37
Katie Porter
slightly from an 82.75% to an 82.31%. A B average is successful for this class, but there was no
improvement rendering it, in my opinion, a sign of weakness.
The content within Islamic Empires experienced a great leap from a low D to a low C.
However, while low Cs might be par for this class section, it is unacceptable for a low C to be
considered strong. The increase from a 60% to a 71.90% is quite steep, but the end result is still
not high enough.
Muslim Ways of Life content mirrors the argument posited for the previous section:
while an increase from 66.8% to 76.98% is sound, a C is not an appropriate level to be
considered strong. Using this argument, the content covered in both 11.2 and 11.3 should be
reviewed before the benchmark exam at the end of the quarter to earn an overall average of a B.
C. Patterns by Subgroup
Topic
Formative
Assessment
Formative Score
Post-test score correlating with
(Free/Reduced
formative assessment topics
Lunch)
(Free/Reduced Lunch)
The Rise of Islam
11.1 content
82.75%
82.31%
quiz
73.33%
69.04%
Islamic Empires
11.2 content
60%
71.90%
quiz
63.33%
58.33%
Muslim Ways of
11.3 content
66.8%
76.98%
Life
quiz
40%
44.44%
Comprehensive
All quizzes
69.85%
76.30%
I chose to analyze the students in fourth period by free/reduced lunch status. I compared
the students who qualified for free/reduced lunch with the whole group. I found the results to be
pretty startling. Other than on the Islamic Empires 11.2 summative quiz, where the students who
qualify for a free lunch attained a 63.33% compared to the whole group’s 60%, the students on
reduced/free lunch were outgained. In some circumstances, it was by over thirty percentage
points (Muslim Ways of Life summative assessment. 44.44%:76.98%.) While statistics can
explain only so much, these numbers are startling. The three students who qualify for
free/reduced lunch are among the bottom five students academically in the classroom. There are
other incalculable factors, I am sure, but this correlation cannot be downplayed.
VIII. Reflection
A. Outcome
When analyzing all the data collected during this unit, I cannot confidentially say that my
formative-formative-summative method was a success. There were marked improvements from
two formative assessments (11.2/11.3) to their counterparts (Islamic Empires/Muslim Ways of
38
Katie Porter
Life) in the summative post-test, but these percentages were still at a C level. All forty content
questions on the summative assessment were repeatedly covered in the book, in lecture, in
collaborative lessons, and the review activity, yet there were low scorers in fourth period. I feel
as though the students from the lower socio-economic status deserve more effort to reach them,
and that might be the positive by product from this research.
B. Professional Development
I have discovered through this process that my lesson plans need extensive bolstering. It
was a struggle to plan the unit from start to finish. I lacked the familiarity of the models needed
to excel in this internship and spent many hours writing lesson plans that could have been better
served working on mastering the material.
I learned how to teach under pressure after I missed a critical day of instruction due to a
horrible sinus infection. I taught the second week of the unit while ill and it was not a pleasant
experience. I realized, however, that I could do what is necessary to complete a task. When it
comes to my students I would rather teach while ill than have someone else teach.
While teaching this unit I was often alone in the classroom. An area of strength that can
quickly turn into a weakness is my rapport with the students. I truly adore them and appreciate
their input. However, some students have begun to see me almost as a friend. Once the respect is
gone, it is impossible to garner it back. While I am not at that point quite yet, I have made a
concerted effort to maintain a professional distance while fostering a safe teaching space.
Finally, I have learned the lesson of time management. Teaching is the most demanding
thing I have ever done. Without adequate forethought and planning a lesson can devolve into
nothing. I have planned my next unit with much more precision and I look forward to a more
positive outcome.
C. Action Plan
The following chart details my observations while teaching this unit coupled with
subsequent actions to ameliorate outcomes.
Learner A: disorganization, misunderstanding
of basic concepts, inadequate work, lack of
self-discipline
Learner A needs a kind word every day. He
requires constant attention and craves positive
reinforcement. He struggles in every subject
and appears ignorant of his situation. I plan to
check his agenda to make sure he has written
down the assignments and have him shake my
hand to confirm his understanding of the
39
Katie Porter
Learner B: inconsistent work, lacking selfmotivation to complete tasks, refuses to find
“the point” in any assignment
Learner C: often reads at inappropriate times,
can scoff at the other students for note being as
academically excellent
Fourth Period: academic apathy, inability to
follow directions, failure to empathize
Lower SES students: depreciated vocabulary,
poor study habits, low reading comprehension
Lessons/Models: not always clear, lacked a
clear path from one day to the next
expectations.
Learner B squanders her natural academic
ability in order to socialize. Her seat has since
been moved, which helped the classroom
climate. She also needs to be reminded, every
so often, of the demands made of students
wishing to enroll in the service academies.
There is a concrete schedule for the fourth
quarter and this has allowed her to plan her
studies around her athletic endeavors.
Learner A will be assigned more advanced
work as often as possible. If this is not an
option, she will be given vocabulary notecards
to study in class once she has finished her work
so she neither has to sit in silence nor break the
rules by reading in class.
Fourth period could benefit from a shakeup to
the seating chart. The students in the class
genuinely dislike one another. It is a toxic
learning environment. There are a few students
who wish to learn but are hindered by the
antics of their peers. Until attitudes improve, I
may have to utilize some Machiavellian
principles.
I plan to make myself as available as possible
to these students for enrichment before school.
If they are unable to attend, I can work with
them during the advisory period on their
reading comprehension and study skills.
I plan on making sure my unit lessons are
completed and reviewed by multiple people
before the first lesson occurs. I tend to not
“show my work” in my lesson plans, and I
need to implement more thorough planning to
ensure a more streamlined unit.
40