Teacher Work Sample 2017

PSU
TEACHER WORK SAMPLE

TEMPLATE
Your First and Last Name: Elizabeth Paige White
Date Submitted: April 27, 2017
District where you completed

USD 249
the TWS:
Name of School Building

where you completed the Frontenac Junior-Senior High School
TWS:
Content Area of your TWS: Middle School Health Education
TWS Unit Topic: Health and Wellness
Grade Level of the

Classroom / Students in
6th Grade
Which the TWS Unit Was
Completed:
Pittsburg State University Teacher Work Sample 1

I. Contextual Information and Learning Environment Factors
A. Narrative General Contextual Information for Community, District, and School (limited to 1 page)
Community:
The small, but welcoming community of Frontenac, KS is located just North of Pittsburg, KS. It is the second largest town in Crawford County, serving as home to
roughly 3,437 individuals. The primary contributors to the community work force are the unified public school, Triple T Foods, and several local businesses. Many
individuals residing in Frontenac are also employed in nearby Pittsburg. There are several other school districts within about 15 minutes of the town of Frontenac
including Pittsburg, St. Marys-Colgan, Southeast-Cherokee, Northeast-Arma, and Girard. Frontenac consists of a population of about 51% female and 49% male
residents. The ethnicity of the town is made up of 87.2% white/Caucasian, 8.7% Hispanic, and 4.0% of two or more races. In 2015, the average annual median
household income was approximately $47,000 and around 10.4% of residents fell below the poverty line. The community of Frontenac is extremely supportive of
one another and their schools. Sporting events tend to draw large attendance and are an important part of the town. The community also hosts the annual festival
Festa Italiana, A Taste of Nations in celebration of the citys heritage. This event brings approximately 3,000 people every year to Frontenac Sports Complex to
enjoy the community atmosphere and delicious family recipes. Overall, the Frontenac community is very connected and close-knit.
District:
The district of USD 249 is located in one unified building housing grades K-12. The building contains a high school wing, junior high school wing, and an
elementary wing in which students are all allotted adequate learning space to meet their educational needs. The Frontenac Public School district receives the one-
to-one initiative with Apple products. The elementary and junior high students each have Apple iPads, while high school students and faculty have Macbook Pros.
The district is made up of 48% females and 52% males. Approximately 44% of students are considered economically disadvantaged in some way. When
considering ethnicity, 65% of students are white/Caucasian, 19% Hispanic, 9% other, and 7% African American. Many of USD 249s teachers are shared across
the district and teach or coach multiple age levels.
School:
Frontenac Junior High School is located in its own wing of the USD 249 building while also sharing some classrooms with the high school wing. The school is
made up of approximately 49.55% female students and 50.45% male students. The students of Frontenac Jr. High Schools ethnicity are made up of 90.9%
white/Caucasian, 3.6% Hispanic, and 5.5% other. At 46.8%, nearly half of the middle school population is considered economically disadvantaged, while 53.2% is
not. The school has a small population of 0.45% English language learners. Lastly, approximately 8.07% of the middle school students at Frontenac have a
disability. In addition, students of Frontenac Junior High School received the 1:1 initiative with Apple iPads.
Table 1.1 Class Contextual Information (limited to 1 page)

Grade level ___6th___ Content area (e.g., mathematics) ___Health Education___ Topic (e.g., geometry)___Health and Wellness__
Age range of students ____11-13________ Number of male students ______7_____
Total number of students _____19_______ Number of female students ____12_____
Percentage of students receiving free lunch ___41%___ Percentage of students receiving reduced lunch___11%___
[if free/reduced lunch information not available for class, provide school percentages]
Area in which students live (check all that apply) Urban _____ Suburban ______ Rural __X__
Ethnicity of students (give numbers) ___0___ African American or Black ___2___ Hispanic or Latino
___0___ Native American/Alaskan Native ___16___ White
___1___ Asian or Pacific Islander __0__ Other (specify) __________
Language proficiency of students (give ___19___ Fluent English Proficient ___0___ English Language Learners
numbers)
Identified special needs categories ___3____ Specific Learning Disability _______ Speech/Language Impaired
represented (give numbers) _______ Hard of Hearing _______ Visually Impaired
_______ Deaf _______ Orthopedically Impaired
_______ Deaf-Blind _______ Emotionally Disturbed
_______ Other Health Impaired _______ Autism
_______ Multiple Disabilities _______ Mental Retardation
_______ Brain Injury ___1____Gifted
_______ Established Medical Disability (0-5 yrs) _______ Developmentally Delayed
_______ At risk for developmental disabilities _______ Other (Specify)_______________
Subgroup Selected (describe the group): I chose a 6th grade boys and girls health class for my teacher work sample. The class is
extremely varied in abilities from having a gifted student, to having three students with individualized education programs.
Rationale for Selection: I chose my 6th grade health class to use for my teacher work sample because it is one of my most diverse groups
of students. The class contains a great variety in terms of readiness, ability, gender, socioeconomic status, and ethnic background. I
assumed for the many differences in this group, that they would be interesting to compose the project on.
Provide appropriate charts/graphs to display demographic data for district, school, and classroom in Appendix A.
Table 1.2 Student Characteristics for Whole Class (limited to 1 page)

Student Characteristics Specific Descriptions
Intellectual Characteristics The class as a whole is fairly high achieving. There is one student in the class identified as gifted, with several others
- Including readiness, who preform very high on assignments and tests. On the other hand, there are three students with identified specific
cognitive abilities, learning learning disabilities who receive the aid of a Para-Educator. In addition, one student who does not have a learning
needs, developmental levels, disability also struggles to stay on task at times. This class is a very diverse in terms of having students on both ends
etc. of the learning spectrum. Most students in the classroom earn A-B averages for their other classes, however there are
about three students with several grades of a D or F. Some of these D/F students are receiving IEP services, while
others are not.
Previously demonstrated This class had nearly 80% of students meeting or exceeding classroom standards. This student population performs
academic performance/ fairly high from past observations and grades. However, about 20% of the class falls below this standard. In addition,
ability: there are a total of three students in the classroom with an IEP.
% Above standard _32%___
% Meets standard _47%__
% Below standard _21%___
Social Characteristics This class is extremely respectful. Everyday the students walk in and greet me with a smile. They are attentive when I
- Including emotional, am speaking and always ask questions respectfully and participate in group discussions. They are also very polite to
attitudinal, motivational, etc. one another. However, they appear to be a very social class as well and enjoy talking with one another. Three or four
students in the class often need redirection from side conversations. There are a few students that lack educational
motivation, some of those being students with special needs and others without. As a whole, the class is motivated to
do their work and stays on task extremely well for a group of 6th graders remaining in a block schedule for 90-minute
classes. As far as attitude goes, the students are very kind and respectful of me. When I ask for something from them,
many respond with Yes, Maam.
Personal Characteristics This class has small ethnic variations with 1 Asian/Pacific Islander student, 2 Hispanic/Latino students, and 16
- Including physical, social, White/Caucasian students. This class also has a significantly larger female population at 63% female to 37% male.
individual experiences, However, although there are several more female students in the class, it is generally a small group of the male
talents, language, culture, population that causes class disruptions or disturbances. Physically, the female students are more developed and have
family and community experienced more growth spurt progress than their male peers. This class has no identified English Language Learner
values, etc. students or migrant students. Socially, the students get along very well and work well in cooperative learning groups.
They appear to be accepting of their ethnically and intellectually diverse peers.
B. Narrative: Implications for Whole Class Instruction Based on Information from Table 1.2 (limited to 1 page)

Overall, this is a great group of students that come to class willing to learn and respect their teacher(s) and their peers. Most of the students are very
motivated learners and are always willing to ask questions and participate in group discussions. However, there are a few students that need frequent
redirection. One of the major implications for this class is that there is a very wide spectrum as far as intellectual characteristics and ability. With
three students identified with IEPs, a gifted student, and then a wide range of abilities in between, it can make instruction challenging. However, all
of the students are willing to do their work and work well in cooperative learning groups. Another factor that affects this class is that the 6th grade
students are on a block schedule. I think at times this makes the students become a little antsy because 90 minutes can be a long time for a student to
be in class. In addition, lunch period falls during my health class and students often times have trouble getting back on task after lunch.
C. Sub- Groups/Students Information

Describe this
Why was this
subgroup/student
subgroup/student What was learned about this subgroup/student?
using information
selected?
from Table 1.1
The first subgroup I chose The reason I selected this Intellectual
were the male population of subgroup for my teacher This group of students ability varies vastly. Two students within the group are identified with a
my 6th grade health class. work sample was mostly learning disability. However, the majority of males in this group are able to get their work done
There are 7 male students in because I was interested in in a timely manner and perform well on tests and assignments. There two students, however, that
my health class ranging from how the boys would struggle to complete assignments and turn things in on time. These students need frequent
ages 11 to 13. Of the 7 perform in compassion to redirection.
students, 6 are White and one their female counter parts.
is Asian/Pacific Islander. In addition, I feel that the
There are two male students males of this class appear
receiving IEP services, and to need more redirecting Social
none are identified as gifted. during class than the This subgroup is very social with one another and often needs redirection. They thrive off of
females. I wanted to see group projects, discussions, and cooperative learning assignments. They are not only social with
SUBGROUP other males within the subgroup, but with their female peers as well. For the most part, this
what role this would play
or subgroup is very motivated, with the exception of one or two students.
in the males learning and
FOCUS learner performance. Personal
STUDENT Lastly, I thought that it This group does not vary much ethnically, with one student being Asian/Pacific Islander and the
would be interesting to use other six being White. This group of male students is very polite and most answer me with Yes
the males as a subgroup Maam. The students enjoy sharing things about their lives with me such as their family,
because of their drastically friends, hobbies, and trips they go on. Overall, they are a great group of kids that I enjoy having
smaller numbers compared in class.
to the females. This class
includes 7 males and 12
females. Therefore the
males in this class are
outnumbered nearly 2 to 1.

In addition to the male The reason that I selected Intellectual
subgroup, I also wanted to this subgroup for my This groups intellectual abilities vary greatly with one of the students exceeding standards, one
chose a subgroup based upon teacher work sample was meeting standards, and one below standards. These three students need extra help on
my students that receive IEP because I was interested in assignments, but generally only two will ask for help. In addition, all three of these students
services. Of the 3 students, 1 seeing how the students receive assistance when testing from a Para Educator. The Para also comes in the classroom at
is female and the other 2 are identified with learning times to assist the students with their assignments and projects.
male. The students are all disabilities would perform
White. All of the students are in the classroom compared
primarily identified with to those without. I was also Social
having a specific learning interested in seeing how a All three of these students are fairly shy. Two rarely volunteer to be called on in class, while one
SUBGROUP disability. student receiving IEPs raises their hand to speak about 50% of the time. I never have a problem with redirecting these
or services would test students from talking with their peers. This subgroup of students do great in team situations and
compared to those without. cooperative learning groups.
FOCUS
STUDENT Personal
This subgroup does not vary ethically, with all three students identified as White. There are two
males and one female within the subgroup. This group of students is very well mannered and
does not have behavioral problems.
D. Narrative Implications for Sub-Groups/Focus Students Instruction (limited to 1 page)

For this class there werent a lot of adaptations that had to be made. I tried to focus on using cooperative learning and discussions to provide more
informal evaluations rather than formal. The students were all very willing to learn and the majority of them were very attentive during lessons and
discussions. With the exception of the Para Educator and testing assistance, the subgroup of students with disabilities rarely affected instruction any
differently. The only difficulty I faced at times was that the students who worked much quicker often finished before the students identified with
disabilities when it came time to tests and assignments. As far as the subgroup of male students, there really werent many implications from this
subgroup except that they were extremely social. This problem often could be solved very easily with proximity or redirection. I understand that the
class the students are taking is 90 minutes and that they sometimes have troubles staying on topic for that long. The girls in the group appeared to be
highly motivated in comparison to their male counterparts.

II. Instructional Design
A. Narrative Description of Range of Objectives and Rationale for Selection (limited to 1 page)
During this unit I tried to use a variety of objectives for the students. These objectives ranged from a pretest and posttest over vocabulary terms, to
discussions, to projects. A pretest was given at the beginning of this unit strictly over vocabulary to assess students prior knowledge regarding health
and wellness. The final step for this unit will be to take the same posttest to see how much information students obtain from the chapter itself. The
pretest and posttest will both be vocabulary/matching with a word bank. By the end of my unit, my goal is for my students to complete the posttest
with 70% accuracy or better. During this chapter students will also participate in a variety of discussions, specifically anticipatory sets. These are
prompt questions at the beginning of each lesson to stimulate students personal experience associated with the lesson topic. I believe that
discussions, group work, and anticipatory sets are valuable because it allows students to think critically and apply the information to their own lives
instead of just memorizing it. The students will also complete a lesson review in the book with the goal of scoring 75% or better. Lastly, the students
will be able to apply their knowledge of short and long-term goals to complete an activity based on the students individual goals they have set for
themselves.
B. State Objectives Here: Focus should be on student performance not activities. What will students know or be able to do? (limited to 1 page)
Level(s)
Obj.
Unit Objectives (e.g. Blooms
No.
Taxonomy)
Students will exhibit basic knowledge of the Chapter 1: Health and Wellness vocabulary terms by obtaining a Remember,
1
score of 70% or better on a written matching exam with a word bank. Understand
Students will display basic knowledge of Lesson 2 by completing numbers 1-5 of the Lesson 2 Review with Remember,
2
75% accuracy or better. Understand, Apply
Students will demonstrate understanding of basic Chapter 1 concepts by participating in group discussions and Remember,
3
anticipatory sets. Understand, Apply
4
Students will be able to distinguish and create their own long-term and short-term goals. Apply, Create

C. Identify State Standards Benchmarks Addressed by Unit Objectives How do objectives address these standards? (limited to 1 page)
Standard 1: The student will comprehend concepts related to health promotion and disease prevention.
Benchmark 1: The student will explain the relationship between positive health behaviors and wellness.
Benchmark 2: The student will describe the effects of the interrelationship of mental, emotional, and physical health during adolescence.
Benchmark 3: The student will describe the influence of family, community, and peers on adolescent health.
Benchmark 4: Students describe ways to reduce risks related to adolescent growth and development.
Standard 3: The student will demonstrate the ability to practice health-enhancing behaviors and reduce health risks.
Benchmark 1: The student will explain the importance of assuming responsibility for healthful behaviors
Standard 4: The student will analyze the influence of culture, media, technology, and other factors on health
Benchmark 3: The student will analyze the influence of technology on health.

Pre-Assessment: 23 Questions: Matching Vocabulary
T Lesson Formative
Instructional Activities/ Describe Specific Adaptations/
Lesson Date R Objecti Assessment
Strategies Differentiation
I ve(s) (formal/informal)
Introduction/Syllabus
Introduced myself and gave out the
syllabus (this is a quarter rotational
class)
Ice Breaker
Ice breaker activity, Get to Know Students that receive IEP services went to the
Your Peers resource room to take their tests. Students that
Chapter 1 Pretest Formal
1 3/17 R 1
Pretest
missed the pretest were to make it up during
No time limit Advisory or Impact (study hall classes) as soon as
Just graded on completion/trying possible.
Vocab/Matching
Chapter 1 Vocabulary
Make flashcards with Chapter 1
Vocabulary
23 Terms
Anticipatory Set 1.1
What does health mean to you?
Discussion
Read Lesson 1: Your Total Health
Take Turns Formal
Think-Pair-Share 2 Things You Lesson 2
Learned Review #2-5
Anticipatory Set 1.2 5 Facts with a
Students with IEP services received additional
List some ways you can be a Partner
help from the Para Educator and myself when
positive role model.
2 3/28 R, I 2,3 Informal additional questions or aid were needed. The
Discussion student that was absent was allotted until the next
Read Lesson 2: Influences on Your Health Anticipatory
class period to complete make up work.
Take Turns Sets 1.1, 1.2
Record 5 Facts with a Partner Discussions
From Lesson 2 Think-Pair-
Cannot be vocabulary Share
Turn in with both partners names
Lesson 2 Review #1-5
On your own
Anticipatory Set 1.3

Pittsburg State University Teacher
List 3 ways health Work
skills can haveSample
a 9
positive impact on your life.
Discussion
Table 2.1 Instructional Design Unit Plan
T- Lesson integrates technology; R- Lesson uses reading strategies; I- Lesson demonstrates integration of content across and within content fields
Table 2.2: Narrative Description of Pre-assessment, Formative Assessments, and Summative Assessment (limited to 2 pages)
Which
objectives Identify how the assessment will be
Describe the assessment to be Explain rationale for choosing
II. D, H, and K does this scored and/or the criteria to be
used this assessment
assessment used for evaluation.
address?
I chose to use a multiple-choice Each matching question was worth 2
pretest because it ensured that every points each for a total of 46 points. The
student would be able to put an tests were graded with an answer key.
answer down, even if it was just a There is only one correct answer for each
Pre-Assessment guess. It also allowed students the question. Because the content had never
23 Matching Vocabulary Questions 1
(Diagnostic) opportunity to see the definition and been covered, the criterion was solely
the vocab words, which I believed based upon participation and to gauge
would give them a better chance of what the students prior knowledge was
possibly recognizing the vocab regarding basic health and wellness terms
words if they had heard them before. from Chapter 1.
My rationale for choosing these
activities was to get the students
prepared for the daily lessons. At the
beginning of each chapter lesson, the These assessments were not formally
students would complete an graded but used as an instructional and
1. Daily Participation in
anticipatory set which includes a assessment tool to aid in students
Anticipatory Sets
Formative Assessment write prompt. The class discussions learning. The evaluation for these
2. Class Discussions 3
- Informal 3. Think-Pair-Share
and think-pair-share activities were informal assessments was based upon
set in place to gage if the students participation. If each student read their
were grasping the concepts. I think answer verbally, I could tell that they had
these activities are especially completed the assignment.
valuable for the auditory learners and
the students like learning best
through discussion.
Formative Assessment 1. 5 Facts from Lesson 2 with a My reasoning for selecting these 2,4 1. The students were scored on this
- Formal Partner activities was to see if the students assignment based upon if they could
2.Lesson 2 Review 1-5 were understanding the lesson successfully record 5 facts from Lesson 2
2. Short-Term/Long-Term Goals concepts. Completing the lesson without using vocabulary terms as their
Posters facts with a partner allowed students facts. Each fact was worth 2 points for a
to be assessed through a cooperative total of 10 points.
learning activity. By completing the 2. Lesson 2 Review was assessed based
off an answer key from Teachers Work
Textbook. If responses were similar in
nature or the same as the answer in the
Work Textbook, the student would
lesson review and the long-
receive the points for that question. Each
term/short-term goals, I was able to
question was worth 2 points each, for a
asses if the students had an
total of 10 points.
understanding of the lessons by
3. The criterion for the students posters
applying the concepts on their own.
were that it identified 2 long-term and 2
short-term goals of the student, with one
of the 4 goals being health related. The
posters were worth 25 points.
The summative assessment was the Each matching question was worth 2
same as the pre-assessment test. The points each for a total of 46 points. The
Summative 23 Matching Vocabulary Questions
rationale behind this was to see if 1 tests were graded with an answer key.
Assessment students learned or improved from There is only one correct answer for each
the beginning of the unit. question.
Narrative for Instructional Design

II. E.
The lessons were sequenced in this order based upon the natural progression of the information through the
Why are the lessons sequenced in this
textbooks chapter. Each of the 5 lessons in Chapter 1: Your Health and Wellness build upon each other
manner? making the sequence of the unit flow naturally.
II. F.
I tried to use a variety of learning strategies throughout the unit because every student learns differently. For
each lesson in the unit, we would read together and I would stop and lecture from the book occasionally to
appeal to the audio-visual learners. Another learning strategy I often used was group discussions from our
What learning strategies were incorporated
anticipatory sets for each lesson. Group discussions offered an open-ended learning experience to apply
into this unit? prior or recently learned concepts. I also believe that discussions and asking questions promote a positive
and safe learning/sharing environment. In addition, I did a few cooperative learning activities such as think-
pair-share and recording 5 facts with a partner to promote working with others and peer discussion.
The lectures, classroom activities, discussions, and cooperative learning activities allowed for students learn
How do the instructional strategies/activities
each unit and promoted discussion and memorization of the units vocabulary and objectives. The
address the learning objectives for this unit? instructional strategies also varied, allowing different learning style needs of different students to be met.
II. G.
How will critical thinking and problem Students exercised critical thinking skills by completing a goals poster where they applied what they had
solving strategies be implemented? Give learned about goals to create their own short-term (2) and long-term (2) goals. In addition, they applied

critical thinking to their own personal responses for lesson anticipatory sets and discussion. Lastly, students
specific examples of use. problem solving skills were confirmed through the pretest and posttest procedures.
II. I.
While reading each lesson together in the chapter, some of the reading strategies that I implement are
Explain the reading strategies that will be discussions, think-pair-share, summarizations, and check for thinking by asking questions. Discussions
used throughout the unit. Give specific allow students to ask questions or share ideas within the classroom. Think-pair-shares implement working
examples. (Remember that using text is not a as a group or team to recover lesson concepts. Summarizations entail me recovering information or
reading strategy) expanding on an idea. Lastly, asking questions allows students to apply and share concepts to their own
lives to better understand the ideals.
How will technology be integrated within the The students of Frontenac Junior High School all have iPads. I allowed students to utilize this technology to
unit? Explain both teacher use and student research goal ideas or print photos for their goals posters. As the teacher, I used PowerSchool technology to
use. post grades.
This unit emphases integrating reading in regards to other content fields. Everyday in class for this unit,
How does the unit demonstrate integration of
students read together from the textbook, and independently for assignments. This allows students to
content across and within content fields? develop better reading and comprehension skills while learning about health/wellness.
II. J.
One adaptation that I made was I allowed students to work at their own paces. I would assign students a
What specific adaptations or differentiated specific amount of time to work on an assignment or project. For students who completed their work faster,
activities were used to accommodate I allowed them to study the Chapter 1 Vocabulary during this free time to prepare for the Chapter 1 Posttest.
individual learning needs for the whole class? This allowed slower workers adequate time to complete assignments, while the faster working students had
a task to fill their time without distracting the other students still working.
The three students identified with specific learning disabilities receive IEP services in the form of a Para
Educator present in class to give them additional help with assignments. I also devote extra time to these
individuals while independent work is taking place to clarify questions or keep the individual(s) on task.
What specific adaptations or differentiated These students IEPs also allow them to take their pretest/posttest in the Resource Room with
accommodations from the Para Educator. These accommodations include having the questions read out
activities were used to accommodate
loud to them and extra time on tests. If the students receiving IEP services are holding the class behind
individual learning needs for the identified time-wise, the students are allowed to finish their tests in Impact or Advisory (home room classes). I work
sub-groups / students? closely with the Para Educator for these students to meet their needs as situations arise.
No specific adaptations were used for the male subgroup population as a whole for they were not needed
for this group.
Provide a copy of two complete detailed lesson plans in Appendix B.

III. Teaching and Learning
A. Narrative: Daily Teaching Reflections (limited to 4 pages)
Day 1: My 6th grade boys/girls health class is a quarterly rotational class. Therefore, I got this group of 19 students right before spring break. The
first thing I did when my students arrived was take role. Two students were absent. I started the first day of my unit, which was also my first day
teaching this group, with introductions. I introduced myself, shared a little bit about myself (my college, major, hometown, hobbies), and explained
to the students my role as a student teacher to them. They all seemed to respond well to me and were excited to have a teacher from Pittsburg State,
as many of them are fans of the Gorillas. Next, I had each student tell me their name and an interesting fact about themselves to get to know them
better. I had already had the girls in my 6th grade health class during my 6th grade PE class. However, I didnt know any of the boys yet. Each student
shared their name and a fact about themselves or a hobby they liked. After introductions, I went through the class syllabus. The syllabus was broken
up into the following categories: Course of Study, Classroom Expectations, Classroom Objectives, Classroom Discipline, Classroom Materials,
Make Up Work, Late Work, and the Grading Scale. I read through the syllabus and had each student sign it. In addition, my students first
assignment was to take home the syllabus and have a parent/guardian sign it as well for 10 points. Next, we played an icebreaker game. Each student
was given a list of 25 statements, such as: likes the color yellow, or plays football. The students were instructed to get a signature from a student,
Mrs. Rhuems (my cooperating teacher), or myself by every statement. However, the statement had to apply to/be true of that person, the students
couldnt talk during this, and a person could only sign a students list twice. This was a fun icebreaker activity that allowed students to work on their
non-verbal communication. After the icebreaker, I had my students take the Chapter 1 Pretest. I explained to them that it was just to gage what the
students already know. I told them the only way that they wouldnt get credit for the test is if they didnt try. I told them to take their time and try
their best. While passing out this pretest, I discovered that three of my students receive IEP services. They went to the resource room to take the test
with a Para Educator. I plan to meet with her after class to gain more insight on these three individuals. After the students finished the pre-test, I had
them begin working on their Chapter 1 vocabulary terms. At the beginning of each chapter, I have students write their vocab words on flashcards.
This allows them to see the words and their definitions for a first time, and also provides them with a means to study for their tests later on. The
students had 23 terms for the chapter, so it took most of them the rest of the hour to make these flashcards. If they finished during class, I told them
they could study their flashcards or read an AR book. If they did not, completing the flashcards was homework.
Day 2: I began class today by taking roll. One student was absent. I gave the two students who were absent last class a syllabus and told them they
could take their pretest during impact or advisory (study hall classes). Next, I collected the Chapter 1 Vocab. After some opening tasks, I began the
days lesson with an anticipatory set or writing prompt. The anticipatory set was What does health mean to you? After the students wrote down
their answers, we discussed them. Many students mentioned that they think health means To eat healthy or exercise a lot. Other students
mentioned that health means To take care of yourself. I then moved into discussion about the different parts of health, or the health triangle. I
explained that good health consists of being physically healthy, mentally/emotionally healthy, and socially healthy. We read Lesson 1 of Chapter 1
together. At the end of the lesson, I had the students think-pair-share with a partner. Specifically, I had each student pair with one person, and they
each had to determine one new thing that they learned from lesson 1. After about 5 minutes of discussion, the students shared their responses with
the rest of the class. I feel like this learning strategy is effective because it checks for student understanding, encourages cooperative
learning/discussion, and takes the pressure off of presenting in front of their peers because they are doing it in pairs. Many of the students shared that

they didnt know about the social or mental/emotional parts of ones health. One student noted that she also didnt know the difference between
health and wellness before reading the lesson together. After finishing Lesson 1, we began Lesson 2. This class is 90 minutes long, therefore I
have a lot of class time to work with. I began Lesson 2 with another anticipatory set. This anticipatory set was List some positive ways you can be a
positive role model. I allowed the students adequate time to write their responses and then we discussed them. Many students shared the response
of doing good deeds. Some also mentioned being a role model to their younger siblings. We then read Lesson 2 together as a class. During the
reading portion of the lesson, 2 male students in the back of the class were having trouble with talking and distractions. I may possibly have to
separate them later on. Lesson 2 was about influences on our health. We discussed how heredity/genes, environment, family, culture, peers, media,
technology, and attitude/behavior all play a role of influencing our health. We talked about how some of the factors that influence our health we have
no control over. Such as heredity, environment, or family. Then we discussed how we do have some control over our health influences. Such as who
we hang out with (peers), our attitudes, and our behaviors. After our reading and discussion, I had the students pair up again with their think-pair-
share partner and record 5 facts from the lesson that were not vocabulary terms. I think the students enjoyed this assignment because they like
working in teams or groups. When the students completed this assignment, I had them finish up the day with the Lesson 2 Review, numbers 1
through 5. The students worked on this independently, and if they didnt complete it before the end of class it was homework. One of my students
with an IEP was struggling to stay on task during this assignment. I had to walk by and redirect him fairly often. Overall, class was very good today.
Day 3: Today I began class by taking role. All students were present for class today. I collected the Chapter 1.2 Lesson Review. Next, the students
completed the Lesson 3 anticipatory set. The anticipatory set was List 2-3 ways that health skills can have a positive impact on your life. Many
students mentioned that they believe health skills can allow them to live a longer/healthier life. We then read Lesson 3 together as a class. Some
health skills we covered in the lesson were staying informed, taking care of yourself, analyzing influences, communicating with others, and
advocacy. We then transitioned right into Lesson 4. Lesson 4s anticipatory set was Think about a problem you have recently faced. How did you
go about solving it? Students answers all varied. It was funny and interesting to hear their responses and problems. Some students mentioned that
they got in an argument with their brother or sister. One mentioned that he forgot his planner. As a whole, the students responses of how they solved
their problems were very good. My class is starting to become more comfortable with each other and myself and are beginning to open up more
during our discussions. They are a very chatty and fun group! After our anticipatory set, we read Lesson 4 together as a class. The lesson talked
about the importance of responsible decisions. We then discussed and walked through the decision-making process. After the students came back
from their lunch break, we began Lesson 5 about setting goals. The anticipatory set for Lesson 5 was, Why is it important to set realistic goals?
Many students had insightful answers. Some said Realistic goals are important because you want to actually be able to reach the goal. Another
said, Setting goals makes you want to achieve them even more. We then read Lesson 5 as a class. We discussed the difference between long-term
and short-term goals. Lastly, I assigned the class a goal posters project. For this assignment, students were directed to come up with 4 goals (2 short-
term and 2 long-term) with one of them being centered on their health triangle (mental/emotional, physical, or social health). I think this was a great
assignment for the students because it allowed them to think critically and apply goal setting to their lives. Students decorated their posters with their
names and pictures of what theyd like to accomplish. We wrapped up class by briefly discussing the test to be taken during our next class.
Day 4: Today was the final day of our unit. I began class by taking role. One student was absent. I allowed the students 10-15 minutes to study for
their Chapter 1 test at the beginning of class. The students used their flash cards from the beginning of the unit to do so. One student that sits in the
back of class was talking during most of the study time. I had to redirect him 3 or 4 times to use the time I was giving him to prepare for the test.
After 10-15 minutes, I asked the students to clear their desks of everything but a pen or pencil. After desks were cleared, I moved students around so
that their seating arrangement was staggered for the exam. I explained that the test was matching definitions with a word bank. I asked that the
students only place the matching letter in the blank, not the entire word. This was a problem I had with the pretest while grading so I made sure to
specify during the posttest. After I explained the directions, I reminded the students to put their names on the test first. Then, I dismissed the 3
students I have that receive IEP services to go take their test in the resource room with a Para Educator. It took the 19 students about 40 minutes to
complete the test. As a whole, the class did fairly well on the test. There were several perfect scores. However, there were a handful of students who
did poorly on the test.
B. Classroom Management Plan (rules, procedures, preventative strategies, supportive strategies) (limited to 1 page)
As a whole, this class is very respectful. I have little problems regarding classroom management, expect for one student that sometimes creates
distractions for himself and others. However, the students of this class know my expectations of them. I only have a few rules because I like to keep
things simple. I believe that if you have too many classroom rule/procedures that students will be less likely to remember them. I have not
encountered a classroom distraction or interruption that cannot be classified as a rule infraction of one of the following:
Classroom Rules:
1. Come to class prepared.
2. Respect your teacher, your classmates, and yourself.
3. Please remain quiet while the teacher is talking.
4. Raise your hand before talking or leaving your seat.
5. Come ready to learn.
6. Have fun!
Regarding procedures, I always have an anticipatory activity on the board every day when the students arrive to class. When everyone arrives and the
bell rings, I get up, shut the classroom door, and the students know to begin working on their bell-work assignment. I also list the activities/objectives
for the day on the board. I think that the students enjoy knowing and being able to prepare for what we will be learning each day. I do not have a
seating arrangement in this class. On their first day of class I explained that I will not have a seating order unless problems occur. I think this is an
effective strategy because students enjoy picking their seats and having ownership of them. I think that my students respond well to this because
they do not want to lose their seats, so there are not many problems. When a problem occurs or a student needs redirection, often times I use
proximity to solve the problem. Sometimes I will also call on that student by name regarding a question from the chapter to redirect their attention.
Usually, both of these strategies work very well. However, every student is different and if one is having a problem sometimes I know that I need to
have a one-on-one conversation with him or her. If problems occur, I start with a clear, verbal warning. If the issue continues then the next step is
usually a discussion with my cooperating teacher to seek advise on the situation. Lastly, if the behavior continues unresolved, the student will be sent
to the office for the situation to be handled by the principle.
C. Student Interaction and Engagement(Strategies for promoting student to student interaction and student motivation) (limited to 1 page)
During the course of this unit, I believe students had many opportunities to interact with each other. Students completed several Think-Pair-Share
activities in which they partnered up with peer, discussed a topic, came to a conclusion/statement, and shared their findings with the class. This
allowed for one-on-one student interaction, but also interaction for the whole class afterwards while sharing. To change the dynamics of this activity,
for one think-pair-share I allowed the students to select their partner, but for another I chose their partners for them. This allowed them to mingle with
other students, and share a different point of view with more than one student. In addition, I assigned an activity in which two students partnered up
and recorded 5 facts together. This assignment allowed students to work together toward a common goal. It also allowed for more discussion than
just recording 5 facts on their own. Regarding student motivation, I incorporated several strategies as well. One tactic I used to increase student
motivation was encouraging an environment that fosters discussions and asking questions during class. Students knew that they should raise their
hand to speak, but were encouraged to participate in class discussions. One way that I increased discussions was by assigning an anticipatory set at
the beginning of each lesson. I would usually ask an open-ended prompt question that allowed the students to apply the situation to their lives. I
always reminded the students that, There was no wrong answer except no answer. After the students had time to write their responses, each student
in the class would take turns sharing what they put. I think this truly motivated the students and prepared them for the information they were about to
receive. In addition, I also required my students to take turns reading during the lessons. I think this also promoted student motivation because the
students would follow along knowing that they might be called on to read next.
D. Student Communication (detailed description of appropriate strategies to encourage student to student communication) (limited to 1 page)
When communicating with students, they were aware of the expectation raise their hand to speak when the teacher was speaking. However, I also
encouraged discussion when students were working with a partner or in groups. I think a lot of learning takes place when students are speaking their
thoughts and communicating with one another. Once again, my think-pair-share activities and discussions were a crucial aspect of student
communication while instructing this unit. I believe that by letting students choose their think-pair-share groups and then me assigning the partners
for the other think-pair-share enabled students to get out of their communication comfort zone and share ideas with someone that maybe wasnt their
best friend. While instructing, I tried to convey my assignments or objectives in more than one way. Such as explaining it out loud to the students,
and writing it on the board. Overall, I communicated very well with this class because they felt comfortable speaking to me and asking me questions.
I think building a strong rapport with the students from the beginning played a large role in this. Students were also heavily encouraged to engage
with one another from my student interaction and engagement strategies mentioned above.

Narrative: Analysis of Assessment
E. Pre-Assessment
The class of 19 students took the pretest on day one of the unit with no prior background of health and
wellness. As expected, the students did poorly with an average score of 59.95%. However, a few students
scored high on the pretest. Unsurprisingly, a student identified as gifted obtained the class high of 100%.
Overall analysis of results.
The class low was 0%. The average score for the females of the class was 68.83% while the male subgroup
average was 51.43%. The subgroup of students receiving IEP services scored an average of 69.67% while
the rest of the class only scored an average of 61.06%.
Going into the pretest, I knew the students would struggle with some of the terminology because many of
the vocabulary words were not familiar to them. However, I think that with no prior background, an average
Discuss the results in reference to
score of around 60% was a pretty good starting point. Although the students obtained poor scores on the
the learning objectives.
pretest, I was confident I would be able to teach them the material they needed to get the class average up to
my original objective goal of 70% or higher.
Going into the beginning of the unit, I now knew which vocabulary terms I was going to have to hit the
hardest. For example, many students confused the terms health and wellness on the pretest. Therefore, I
Describe how pre-assessment data knew I would have to clearly articulate the differences between the two vocabulary words. Many students
was used to proceed with instruction also had a hard time deciphering between the terms goal, short-term goal, long-term goal, behavior, and
for all students. attitude. I was then able to understand that I would need to be very deliberate in stressing the differences
between these similar terms. This made me also realize how crucial the long-term goal/short-term goal
assignment would be for retention of this material.
After completing the pretest, I was able to clearly see which students would need additional help in
comparison to others. On an unrelated note, I also realized that when administering the pretest that I needed
to be more specific in the directions I give. Originally, I just said Put the correct answer in the blank.
What is the plan to differentiate for Instead, next time I will say, Put the correct letter in the blank. Many students wrote out the entire
all learners? vocabulary word, which was fine. However, it made it more difficult for me to grade because my answer
key only had the letter written, not the entire word. In addition, like I had previously mentioned, I could tell
by the terms students were mixing up on the pretest, where I would specifically need to differentiate and
expand on information about certain vocabulary words.
F. Formative Assessment

For this unit I used means of formal and informal formative assessment. Regarding informal assessment, I
used means of participation in class discussions, anticipatory sets, and think-pair-shares to asses what the
students were learning. Although students did not obtain an actual grade for these activities, by listening to
the students I was able to gage what they were understanding in comparison to what they were struggling to
grasp. Overall, I was very pleased with the informal class discussions.
Overall analysis of results.
In regards to formal formative assessment, I recorded grades from the 5 facts with a partner assignment, the
Lesson 2 Review, and the students goals posters. All students were all to successfully record 5 facts with a
partner for an average score of 100% on the assignment. The students average score on the Lesson 2
Review was 85.53% with the class high being 100% and the low being 0%. Lastly, the students all
completed the goals posters within the requirements of the project, earning an average of 100% as a class.
The results of the formative assessment data clearly met the learning objectives. Regarding informal
Discuss the results in reference to assessment, all that was asked was that students would each participate in group discussions, think-pair-
the learning objectives. shares, and anticipatory sets. The students each participated in these activities daily. In addition, students
were able to exceed their objective goal of 75% on the Lesson 2 Review by scoring an average of over 85%.
Are students learning what was Lastly, students completed and clearly defined their own short-term and long-term goals during the goals
intended they learn? poster activity. All students met the requirements of this assignment and received a 100%, therefore,
meeting the learning objectives of this unit.
There werent many adaptations that needed to be made for the formative assessments. However, two
Discuss any adaptations based on the students did not complete and turn in their Lesson 2 Review, therefore I was sure to follow up with these
results of formative assessments. students and remind them to keep track of their assignments and stay as organized as possible.
The main form of differentiation that took place in this unit with formative assessment was geared toward
the students receiving IEP services. A Para Educator helped me greatly with this. I was very grateful for her
help and insight on my 3 students receiving IEP services. However, I also made sure I was clarifying the
Identify differentiation needed to
assignments individually with them after I had explained the directions to the class as a whole. Two of my
help all students meet the goals and
students also needed redirection often to stay on task during class. Another form of differentiation I used
objectives of this unit.
was pairing up students for their think-pair-share activity. I paired students together with differing abilities. I
think this helped the slower learners see a new point of view and helped the advanced learners by teaching
their partner what they know.
G. Summative Assessment
Overall, the students improved greatly by nearly 20% from the pretest. The average student score on the
posttest was 79.58%. The high of the posttest was 100% received by 5 students. The low was a 22%. The
What did the disaggregated data of
male subgroup obtained an average of 70.71%, while the female average was 84.75%. The subgroup of
the assessment reveal?
students receiving IEP services outperformed the remaining students with an average of 81% on the
posttest. The students not receiving IEP services averaged 79.31%.

On average, the results in reference to the learning objectives were met. The students average score
Discuss the results in reference to outperformed the objective goal of receiving 70% or higher on the posttest by obtaining an average of
the learning objectives. 79.58%. However, 6 students did not achieve the 70% result on the test. Nearly all students improved from
the pretest to the posttest, therefore, much progress was made throughout the unit.
I truly believe that most, if not all, students learned what I intended for them to learn during this unit.
Although some students did not obtain the set score of 70% or higher on the posttest, 4 out of 6 of the
students that did underperform on the test still improved their scores from the pretest. This leads me to
Did all students learn what was
believe that student learning was still taking place. However, there may have been some test anxiety that
intended they learn? Explain.
was taking place. All in all, I was very pleased with the results. 11 out of 19 students received a B+ or
higher on the exam which shows great improvement from the pretest.
Provide a copy of pre-assessment document and the corresponding scoring key/rubric in Appendix C.
Provide a copy of one formal formative assessment document and the corresponding scoring key/rubric in Appendix C.
Provide a copy of one informal formative assessment document and the corresponding scoring key/rubric in Appendix C.
Provide a copy of the summative assessment document and the corresponding scoring key/rubric in Appendix C.
H. Visual Representation of Disaggregated Data

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

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

Give more than one reason for each of the successes identified.
results, identify TWO learning objectives
from the unit students were most successful.
Objective 1: Students will be able to distinguish
and create their own long-term and short-term I believe that this objective was successful because students had the opportunity to truly apply the
goals. lesson material to their lives in this activity. I think the students had fun creating 2 short-term and 2
long-term goals. They also had to opportunity to put their own unique mark on their posters with
pictures or graphics. I think that this gave the students real ownership of their goals. Lastly, I
believe this objective was successfully met because every student was able to complete the
assignment/objective and obtain a grade of 100%.
Objective 2: Students will demonstrate
understanding of basic Chapter 1 concepts by I think that this objective was successful because every student participated. It really brought the
participating in group discussions and students out of their shells and fostered a safe sharing space among their peers. At first, the
anticipatory sets. students were unsure about sharing their ideas or responses, but as the unit went on the discussions
became more in-depth and I think the students enjoyed them more. In addition, I believe that this
objective allowed students to apply the knowledge of the lessons to their lives, making it more
valuable and meaningful to the students. It also prepared students for what they were going to learn
during the course of the next lesson.
Discuss at least TWO things to do differently in the future to extend these successes to continue students academic growth.
In the future, I think that I would make the goals posters more in-depth. Looking back now, I think that the objective of creating goals was very
successful, but I think the students could have identified something closer to 10 goals instead of just 4. I also think it would have been nice to have let
the students make larger posters with the poster board paper instead of the small pieces of construction paper. I believe that if time would have
allowed, these improvements could have allowed for greater exploration of the concept of goals.
In addition, for future discussions I would like to do more small group discussion and less individual-based. I think discussions are a great time to get
more student-to-student interaction taking place.

B. Narrative description of Least Successful Activities and future implications
Based on the analysis of all the assessment
Give more than one reason for each of the least successful objectives identified.
results, identify TWO learning objectives
from the unit students were least successful.
Objective 1: Students will exhibit basic It was evident in the pretest that the students exhibited little knowledge of the Chapter 1
knowledge of the Chapter 1: Health and vocabulary. I think that my instruction throughout the chapter was good, however, there were still
Wellness vocabulary terms by obtaining a score 6 students who did not meet the 70% or higher objective for the posttest. However, our class
of 70% or better on a written matching exam average still fell above the 70% mark at 79.58%. I think this was partially because some
with a word bank. terminology in this chapter was very similar, making it harder to differentiate between terms on a
vocab test. I also believe that I may not have stressed the definition/meaning of each vocabulary
word enough as we covered the chapter material.
Objective 2: Students will display basic I believe that this objective was one of my lesser successful objectives because it didnt really
knowledge of Lesson 2 by completing numbers challenge the students much. Nearly the whole class received a 100%, confirming that the
2-4 of the Lesson 2 Review with 75% accuracy assignment was not challenging and the students already knew the material. I also believe that this
or better. time could have been used better for a different project or group assignment.
Discuss at least TWO things to do differently in the future to improve students performance.
In the future, I would do a test review or review game. I think that with block scheduling, students often forget the material from the beginning of
chapter. I believe that if I would have given a test review or played a game, their prior knowledge would have been stimulated in a better manner. I
also think that in the future I would provide more variety in my test questions. The matching was good for recalling information, however, I think that
some students respond better to questions such as multiple choice or short answer. Providing more variety for test questions could possible stimulate
different learning types, allowing the students to preform better. Regarding the Lesson 2 Review, I would try to come up with a more creative
assignment to review the lesson knowledge. Perhaps something where the students apply the knowledge rather than just recall it.
TABLE 4.1 Communication Log
Follow Up
Method of Result or Impact on (if
Date Person Contacted Contact Reason for Contact Instruction necessary)
3/17/17 Amanda (Para Face-to-Face To obtain IEPs at a Glance for the 3 I was able to obtain all 3 IEPs at a I check
Educator) identified students in my class. glance. This helped me to better in/follow up
understand and gain background with this
knowledge for these students individual on
Follow Up
Method of Result or Impact on (if
Date Person Contacted Contact Reason for Contact Instruction necessary)
receiving IEP services. I was also
almost a daily
able to ask Amanda about students
basis.
social characteristics and attitudes.
I was able to get a few ideas about
how the flow of each lesson should
None
3/13/17 Cassie Rhuems Face-to-Face To gain ideas for chapter lessons. go. In addition, I was able to ask her
Necessary
about a few of the students I had not
had yet in class.
Add rows as needed
C. Narrative Reflection on Impact of Communications (limited to 1 page)
I think that although I was confident going into this unit, it was good to get some advice from my cooperating teacher. Although I had already taught several units
in my Quarter 3 Rotational class, my previous group did not have any students identified with IEP services. Therefore, it was helpful to be able to seek advice
through my cooperating teacher and a Para Educator who assists the students in my class. Because I contacted these individuals, I was able to obtain IEPs at a
Glance early on in the unit, so I could better understand the students and how they learn. My cooperating teacher also gave me advice from the last rotational
group of students and listed my strengths and ways that I could improve. Overall, I think communication with other staff is crucial for the success of the teachers
and students.
D. Narrative Reflection on Future Professional Development (limited to 1page)
Identify at least TWO aspects of instruction that could be improved. What specific professional development opportunities/activities will
Explain reasoning. help to acquire that knowledge or skill?

Aspect 1: I think that getting more comfortable with the technology at hand (iPads,
Smartboards, projectors, ect.) would help me to incorporate it more. I
I believe that I could have done a better job of utilizing technology in the believe that sometimes I fall back into what is easy, which is usually
classroom for my instruction strategy. reading and lecture. I think researching some different online health apps
and games could easily be incorporated as an incentive for when students
finish assignments. In addition, I know that I need to incorporate
technology for the learners who enjoy learning in a more non-traditional
sense.
Aspect 2: I believe attending conferences or doing online research could help me
obtain more hands-on ideas for activities to do in the classroom. I think it
I think that I could have used more hands-on activities to fully engage the would also be helpful to seek out advice from a veteran teacher about
kinesthetic learners in my classroom. some of the activities they have used successfully to aid in student
learning, while also holding their attention.

REFERENCES
http://www.kshealthykids.org/HKS_Docs/Standards/Health_Standards.pdf
http://www.shapeamerica.org/
Bronson, Mary H., Michael J. Cleary, and Betty M. Hubbard. Teen Health. New
York, NY: Glencoe/McGraw-Hill, 2007. Print.

APPENDIX A

APPENDIX B
Health Lesson Plan #1
By: Paige White
Date: 3/28/17
Grade: 6th Boys/Girls
Number of Students: 19
Duration: 90 minutes
Subject: Your Health and Wellness

Lesson 1.1: Your Total Health, Lesson 1.2: Influences on Your Health
Objectives:
o Students will exhibit display basic knowledge of the Lesson 2 by completing numbers 1-5 of the Lesson 2 Review with 75%
accuracy or better.
o Students will demonstrate understanding of basic Chapter 1 concepts by participating in group discussions and anticipatory
sets.
Materials:
o 19 copies of Teen Health Course 1 Textbooks
o 1 copy of Teen Health Course 1 Textbook: Teacher Wraparound Edition
o Paper/Pencils
Alignment with State Standards:

Kansas 5-8th Grade Health Education Standards
o Benchmark 1: The student will explain the relationship between positive health behaviors and wellness.
o Benchmark 2: The student will describe the effects of the interrelationship of mental, emotional, and physical
health during adolescence.
o Benchmark 3: The student will describe the influence of family, community, and peers on adolescent health
decisions.
Standard 4: The student will analyze the influence of culture, media, technology, and other factors on health
o Benchmark 3: The student will analyze the influence of technology on health.
Background Information:
Vocabulary/Terminology:
o Health: The combination of physical, mental/emotional, and social well-being.
o Wellness: A state of well-being, or total health.
o Habit: A pattern of behavior that you follow almost without thinking.
o Heredity: The process by which biological parents pass traits to their children.
o Environment: The sum total of your surroundings.
o Culture: The collected beliefs, customs, and behaviors of a group.
o Peers: Friends and other people in your age group.
o Media: The various methods of communicating information, including newspapers, magazines, radio, TV, and the internet.
o Technology: The use of scientific ideas to improve the quality of life.
o Behavior: The way you act in the many different situations and events in your life.

o Attitude: What you believe or feel about someone or something.
Activities:
o 1. Roll Call
o 2. Engagement Activity
o Anticipatory Set 1.1:
What does health mean to you?
Each student will write his or her response on a sheet of paper. After each student is finished, the group will
present their answers and discuss solutions or ideas.
o 3. Read/Lecture Lesson 1.1: Your Total Health
o The students/teacher will take turns reading the lesson out loud.
Discuss the vocabulary terms
Give examples
Questions and discussion
Health Triangle Concept:
Physical Health: Avoiding harmful substances, staying physically active, eating nutritious foods
Mental/Emotional Health: Expressing feelings in healthy ways, thinking positively, managing
stress
Social Health: Getting along with others, communicating, building relationships/friendships
Physical Health Social Health

You
Mental/Emotional Health
o 4. Engagement Activity:
Think about and list some ways you can become a positive role model.
o 5. Read/Lecture Lesson 1.2: Influences on Your Health
Give examples
Factors that Effect Your Health:
Heredity
Environment
Family/Culture
Peers
Media
Technology
Behaviors/Attitude
o 6. Cooperative Learning: Record 10 Facts
o With a partner, students will record 10 facts from Lesson 1.2 together.
o Students will turn in 10 facts with both partners names on it.
o 7. Lesson 2 Review
o Students will independently complete Lesson 2 Review numbers 1-5
o 8. Closure

o Clean up, wrap up lesson, dismiss class
Evaluation:
o I will informally evaluate group discussions/anticipatory sets based upon participation and quality of response.
o I will formally evaluate the Chapter 1.2 facts based upon completion and quality of response. Facts will be worth 1 point
each, 10 points total.
o I will formally evaluate Chapter 1.2 Review 1-5 based on quality of response and correlation with the answer key within the
teacher course textbook. Questions will be worth 2 points each, 10 points total.
Differentiation:
o Students receiving IEP services will receive the aid of a Para Educator and additional help/instruction when needed.

Health Lesson Plan #2
By: Paige White
Date: 3/30/17
Grade: 6th Boys/Girls
Number of Students: 19
Duration: 90 minutes
Subject: Your Health and Wellness

Lesson 1.3: Building Health Skills, Lesson 1.4: Responsible Decisions, Lesson 1.5: Setting Health Goals
Objectives:
o Students will demonstrate understanding of basic Chapter 1 concepts by participating in group discussions and anticipatory
sets.
o Students will be able to distinguish and create their own long-term and short-term goals.
Materials:
o 19 copies of Teen Health Course 1 Textbooks
o 1 copy of Teen Health Course 1 Textbook: Teacher Wraparound Edition
o Notebook Paper
o Pencils/Markers
o Construction Paper
Alignment with State Standards:

Kansas 5-8th Grade Health Education Standards
o Benchmark 1: The student will explain the relationship between positive health behaviors and wellness.
o Benchmark 2: The student will describe the effects of the interrelationship of mental, emotional, and physical
health during adolescence.
o Benchmark 4: Students describe ways to reduce risks related to adolescent growth and development.
Standard 3: The student will demonstrate the ability to practice health-enhancing behaviors and reduce health risks.
o Benchmark 1: The student will explain the importance of assuming responsibility for health behaviors.
Background Information:
Vocabulary/Terminology:
o Prevention: Practicing health and safety habits to remain free of disease and injury.
o Health Skills: Skills that help you become and stay healthy.
o Communication: Clear exchange of ideas, and information.
o Advocate: Encouraging others to live healthy lives.
o Decisions: Choices you make.
o Consequences: Results.
o Risk: The chance of harm or loss.
o Cumulative Risk: The addition of one risk factor to another, increasing the chance of harm or loss.
o Values: Beliefs that you feel strongly about that help guide the way you live.
o Goal: Something you hope to accomplish.
o Short-Term Goal: A goal that you plan to accomplish in a short amount of time.
o Long-Term Goal: A goal that you hope to achieve within a period of months or years.
Activities:
o 1. Roll Call
o 2. Engagement Activity
List 3 ways that health skills can have a positive impact on your life.
o 3. Read/Lecture Lesson 1.3: Building Health Skills
Give examples
Health Skills:
Staying informed
Taking care of yourself
Analyzing influences
Communicating with others
Advocacy
Think about a problem you have recently faced. How did you go about solving it?
o 5. Read/Lecture Lesson 1.4: Responsible Choices
Give examples
Decisions:
Risk factors
The decision-making process
o Step 1: State the situation
o Step 2: List the options
o Step 3: Weight the possible outcomes
o Step 4: Consider values
o Step 5: Make a decision/act on it
o Step 6: Evaluate the decision
Why is it important to set realistic goals?
o 7. Read/Lecture Lesson 1.5: Setting Health Goals
Give examples
Types of goals:
Long-Term
Short-Term
Reaching Goals:
Make goals specific
List the steps to reach your goal
Get help from others
Evaluate your progress
Reward yourself
o 8. Goals Posters
o Students will create a goals poster on a piece of cardboard paper with parkers. Posters are worth 25 points. Each
goals poster must include the following:

Name
Two personal short-term goals
Two personal long-term goals
One of the four goals on the poster must be health related
Pictures/art representing the goals they want to accomplish
o 9. Closure
o Clean up, wrap up lesson, dismiss class
Evaluation:
o I will informally evaluate group discussions/anticipatory sets based upon participation and quality of response.
o I will formally evaluate students goals posters based upon quality of response and ability to follow directions. Posters will be
worth 25 points (5 for each of the four goals, 5 for art/name).
Differentiation:
o Students receiving IEP services will receive the aid of a Para Educator and additional help/instruction when needed.

APPENDIX C
Chapter 1 Pretest
Place the appropriate term next to its corresponding definition. There is a word bank at the bottom of the
definitions. Each word will only be used once.
1. Something you hope to accomplish. ________

2. The chance of harm or loss. ________
3. Choices you make. ________
4. The collected beliefs, customs, and behaviors of a group. ________
5. The sum total of your surroundings. ________
6. A state of well-being, or total health. ________
7. Combination of physical, mental/emotional, and social well-being. ________
8. A pattern of behavior that you follow almost without thinking. ________
9. A goal that you plan to accomplish in a short time. ________
10. Your friends and other people in your age group. ________
11. The process by which biological parents pass their traits to children. ________
12. A goal that you hope to achieve within a period of months or years. ________
13. The clear exchange of ideas and information. ________
14. To encourage other people about an idea such as living healthy lives. ________
15. The use of scientific ideas to improve the quality of life. ________
16. The various methods of communicating information, including newspapers, magazines, radio,
television, and the Internet. ________
17. What you believe or feel about someone or something. ________
18. Practicing health and safety habits to remain free of disease and injury. ________
19. The addition of one risk factor to another, increasing the chance of harm or loss. ________
20. Skills that help you become and stay healthy. ________
21. Results that occur due to decisions ________
22. Beliefs you feel strongly about that help guide the way you live. ________
23. The way you act in many different situations. ________

Word Bank
a. health skills n. media

b. peers o. environment
c. culture p. behavior
d. habit q. communication
e. prevention r. advocate
f. health s. consequences
g. technology t. cumulative risk
h. risk u. long-term goal
i. attitude v. short-term goal
j. heredity w. wellness
k. decision
l. goal
m. values

Chapter 1 Pretest Key
1. Something you hope to accomplish. ____L____

2. The chance of harm or loss. ____H____
3. Choices you make. ____K____
4. The collected beliefs, customs, and behaviors of a group. ____C____
5. The sum total of your surroundings. ___O_____
6. A state of well-being, or total health. ___W_____
7. Combination of physical, mental/emotional, and social well-being. ___F_____
8. A pattern of behavior that you follow almost without thinking. ____D____
9. A goal that you plan to accomplish in a short time. ___V_____
10. Your friends and other people in your age group. ____B____
11. The process by which biological parents pass their traits to children. ____J____
12. A goal that you hope to achieve within a period of months or years. ____U____
13. The clear exchange of ideas and information. ___Q_____
14. To encourage other people about an idea such as living healthy lives. ___R_____
15. The use of scientific ideas to improve the quality of life. ____G____
television, and the Internet. ___N_____
17. What you believe or feel about someone or something. ____I____
18. Practicing health and safety habits to remain free of disease and injury. ____E____
19. The addition of one risk factor to another, increasing the chance of harm or loss. ___T_____
20. Skills that help you become and stay healthy. ___A_____
21. Results that occur due to decisions ____S____
22. Beliefs you feel strongly about that help guide the way you live. ___M_____
23. The way you act in many different situations. ___P_____

Chapter 1 Post Test
1. Something you hope to accomplish. ________

2. The chance of harm or loss. ________
3. Choices you make. ________
4. The collected beliefs, customs, and behaviors of a group. ________
5. The sum total of your surroundings. ________
6. A state of well-being, or total health. ________
7. Combination of physical, mental/emotional, and social well-being. ________
8. A pattern of behavior that you follow almost without thinking. ________
9. A goal that you plan to accomplish in a short time. ________
10. Your friends and other people in your age group. ________
11. The process by which biological parents pass their traits to children. ________
12. A goal that you hope to achieve within a period of months or years. ________
13. The clear exchange of ideas and information. ________
14. To encourage other people about an idea such as living healthy lives. ________
15. The use of scientific ideas to improve the quality of life. ________
television, and the Internet. ________
17. What you believe or feel about someone or something. ________
18. Practicing health and safety habits to remain free of disease and injury. ________
19. The addition of one risk factor to another, increasing the chance of harm or loss. ________
20. Skills that help you become and stay healthy. ________
21. Results that occur due to decisions ________
22. Beliefs you feel strongly about that help guide the way you live. ________
23. The way you act in many different situations. ________

Word Bank
a. health skills n. media

b. peers o. environment
c. culture p. behavior
d. habit q. communication
e. prevention r. advocate
f. health s. consequences
g. technology t. cumulative risk
h. risk u. long-term goal
i. attitude v. short-term goal
j. heredity w. wellness
k. decision
l. goal
m. values

Chapter 1 Post Test Key
1. Something you hope to accomplish. ____L____

2. The chance of harm or loss. ____H____
3. Choices you make. ____K____
4. The collected beliefs, customs, and behaviors of a group. ____C____
5. The sum total of your surroundings. ___O_____
6. A state of well-being, or total health. ___W_____
7. Combination of physical, mental/emotional, and social well-being. ___F_____
8. A pattern of behavior that you follow almost without thinking. ____D____
9. A goal that you plan to accomplish in a short time. ___V_____
10. Your friends and other people in your age group. ____B____
11. The process by which biological parents pass their traits to children. ____J____
12. A goal that you hope to achieve within a period of months or years. ____U____
13. The clear exchange of ideas and information. ___Q_____
14. To encourage other people about an idea such as living healthy lives. ___R_____
15. The use of scientific ideas to improve the quality of life. ____G____
television, and the Internet. ___N_____
17. What you believe or feel about someone or something. ____I____
18. Practicing health and safety habits to remain free of disease and injury. ____E____
19. The addition of one risk factor to another, increasing the chance of harm or loss. ___T_____
20. Skills that help you become and stay healthy. ___A_____
21. Results that occur due to decisions ____S____
22. Beliefs you feel strongly about that help guide the way you live. ___M_____
23. The way you act in many different situations. ___P_____

Formal Formative Assessment: Lesson 2 Review #1-5
1. Define culture and media. Explain how each influences health.

2. How has medical technology improved life?
3. How does your attitude affect your health?
4. Which side of the health triangle do you think is most affected by outside influences?
5. Write about a positive health habit or behavior you learned from your family. Write about
another you learned from a peer.
Formal Formative Assessment: Lesson 2 Review #1-5 Key
1. Culture is the beliefs, customs, and behaviors of a group. The media are methods of
communicating information. Each impacts your decisions and behaviors, in turn affecting your
health.
2. Technology is used to gather information, control diseases, and detect illness.
3. A positive attitude keeps you safe and encourages others to be healthy.
4. Answers may include physical, mental/emotional, or social health.
5. Habits learned from family members might include eating nutritious foods, taking a daily
vitamin, getting enough sleep, ect. Habits learned from peers might include participation in
sports or studying for tests, ect.
Informal Formative Assessment: Anticipatory Sets Rubric/Checklist
Student Name Student has answer Student shares answer Students response
recorded on paper? with class? shows understanding of
question/writing
prompt?
Student A X X X
Student B X X X
Student C X X X
Student D X X X
Student E X X X
Student F X X X
Ect.

Pretest/Posttest Assessment Data:
Student Name Pretest Posttest
Student 1* 82% 78%

Student 2* 17% 65%
Student 3 43% 61%
Student 4 22% 52%
Student 5 65% 100%
Student 6*** 87% 65%
Student 7 65% 57%
Student 8* 82% 100%
Student 9 87% 100%
Student 10 82% 100%
Student 11 70% 91%
Student 12 87% 91%
Student 13* 57% 78%
Student 14 48% 100%
Student 15* 0% 22%
Student 16 70% 87%
Student 17*** 35% 87%
Student 18** 87% 91%
Student 19 100% 100%
Key:
Subgroup 1: Males = *
Subgroup 2: Students Receiving IEP Services = **
Overlapping Subgroups: Males Receiving IEP Services = ***
Administered Testing Test Averages Test High Test Low

Type
Pretest 59.95% (F+) 100% (A+) 0% (F-)

Posttest 79.58% (C+) 100% (A+) 22% (F-)

Teacher Work Sample 2017

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TEACHER WORK SAMPLE

Your First and Last Name: Elizabeth Paige White

Date Submitted: April 27, 2017

District where you completed

Name of School Building

Content Area of your TWS: Middle School Health Education

TWS Unit Topic: Health and Wellness

Grade Level of the

Pittsburg State University Teacher Work Sample 1

Table 1.1 Class Contextual Information (limited to 1 page)

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Table 1.2 Student Characteristics for Whole Class (limited to 1 page)

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C. Sub- Groups/Students Information

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

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Anticipatory Set 1.3

Narrative for Instructional Design

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

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

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H. Visual Representation of Disaggregated Data

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A. Narrative description of Successful Activities and future implications

Based on the analysis of all the assessment

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TABLE 4.1 Communication Log

Add rows as needed

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

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

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Health Lesson Plan #1

By: Paige White

Subject: Your Health and Wellness

Alignment with State Standards:

Pittsburg State University Teacher Work Sample 30

Physical Health Social Health

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Subject: Your Health and Wellness

Alignment with State Standards:

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1. Something you hope to accomplish. ________

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a. health skills n. media

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1. Something you hope to accomplish. ____L____

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1. Something you hope to accomplish. ________

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1. Something you hope to accomplish. L

1. Something you hope to accomplish. L