Student Teaching Evaluation of Performance (STEP) on Ancient Civilizations and Mesopotamia

Student Teaching Evaluation of Performance (STEP) Template
Table of Contents
TOC \o "1-3" \h \z \u STEP Standard 1 - Contextual Factors: Knowing Your School and Community PAGEREF _Toc515515758 \h 3STEP Standard 2 - Writing Standards-Based Measurable Objectives and the Learning Goal PAGEREF _Toc515515759 \h 3STEP Standard 3 - Assessment and Data Literacy PAGEREF _Toc515515760 \h 6STEP Standard 4 - Unit and Lesson Planning PAGEREF _Toc515515761 \h 8STEP Standard 5 - Implementation of Instructional Unit PAGEREF _Toc515515762 \h 13STEP Standard 6 - Analysis of Student Learning PAGEREF _Toc515515763 \h 14STEP Standard 7 - Reflecting on Instruction to Improve Student Progress PAGEREF _Toc515515764 \h 16
STEP Standard 1 - Contextual Factors: Knowing Your School and Community
Student Teaching Evaluation of Performance (STEP) is the process for preparing and implementing a unit of instruction.
By understanding the community, school environment, and the makeup of the classroom, you will be able to strategically meet the overall needs of your students.
By analyzing the student demographics, environmental factors, and student academic factors, you will be able to strategically meet the overall needs of your students. In the first two weeks of student teaching, you should focus on learning about the students you will be working with.
STEP Standard 2 - Writing Standards-Based Measurable Objectives and Learning Goals
STEP Standard 2 - Writing Standards-Based Measurable Objectives and Learning Goals
Part of the planning process is to identify overall learning goals for a unit or lesson, as well as the lesson’s specific learning objectives. Goals and objectives should be aligned not only to standards, but also to student pre-assessment data.
The unit you are planning should be one you are preparing to teach during Weeks 5-7. The standards and objectives need to align with your pre- and post-assessments and objectives.
Note: You will not teach this unit until you get feedback from both your instructor and your mentor teaching on this STEP.
Unit Topic: The Ancient Near East: Fertile Crescent
Unit Title: Mesopotamia
National or State Academic Content Standards:
* CCSS.ELA-LITERACY.RH.11-12.2: Determine the central ideas or information of a primary or secondary source; provide an accurate summary that makes clear the relationships among the key details and ideas.
* CCSS.ELA-LITERACY.RH.11-12.4: Determine the meaning of words and phrases as they are used in a text, including analyzing how an author uses and refines the meaning of a key term over the course of a text.
* SS.6.3 EARLY RIVER VALLEY CIVILIZATIONS IN THE EASTERN HEMISPHERE (ca. 3500 B.C.E. – ca. 500 B.C.E.): Complex societies and civilizations developed in the Eastern Hemisphere. Although these complex societies and civilizations have certain defining characteristics in common, each is also known for unique cultural achievements and contributions. Early human communities in the Eastern Hemisphere adapted to and modified the physical environment.
* SS.6.3.b Complex societies and civilizations share the common characteristics of religion, job specialization, cities, government, language/record keeping system, technology, and social hierarchy. People in Mesopotamia, Yellow River valley, Indus River valley, and Nile River valley developed complex societies and civilizations.
* SS.I.2.2C Students study about major turning points in world history by investigating the causes and other factors that brought about change and the results of these changes.
* SS.I.3.2C Students formulate geographic questions and define geographic issues and problems.
* SS.I.4.1C Students understand how scarcity requires people and nations to make choices which involve costs and future considerations.
Learning Goal: Students will identify characteristics of the Fertile Crescent civilizations, geography, and how its writing influenced Mesopotamian culture.
Measurable Objectives:
Students will be able to:
1 Geography: Locate the Tigris and Euphrates rivers and understand the development of farming in the Fertile Crescent was the precursor to early city-states.
2 Sumerian Religion: Understand the major religious beliefs.
3 Sumerian Society: Explain the four major groups in Sumerian society as well as lives of women.
4 Sumerian Achievements: Describe the importance of writing and education, architecture and ziggurats, jewelry, music, the wheel, and the plow were to the Sumerians.
5 Gilgamesh Epic: Identify the importance of the Epic of Gilgamesh to the Sumerian culture.
6 Akkadian Empire: Describe the impact of Sargon the Great and his organization of the world’s first empire.
7 Babylonian Empire: Synthesize the importance of Hammurabi and his legal code.
8 The Hittite, Assyrian, and Chaldean Empires: Detail the rulers or armies of each empire and their achievements.
9 The Phoenicians: Determine the importance of ships and trading, colonial expansion throughout the Mediterranean world, and the first alphabet.
STEP Standard 3 - Assessment and Data Literacy
Pre- and post-assessments are used to assess the learning that takes place from participating in a learning activity. The pre-assessment is given to students before instruction, in order to determine their prior knowledge of the topic, or inaccurate knowledge, which is sometimes the case. After students have participated in the unit, they are given the post-assessment, which can be the same as the pre-assessment, a modified version, or something comparable that measures the same concepts.
Formative assessment is acceptable, work with your mentor teacher to determine the best way to collect data in your classroom.
Pre-Assessment - Copy and paste the pre-assessment you plan to use to assess the students’ knowledge of the topic prior to implementing the unit lessons. Include the scoring criteria used to determine whether the student is Highly Proficient, Proficient, Partially Proficient, Minimally Proficient when it comes to meeting the learning goal and measurable objectives.

1 What are the main geographical features of the Fertile Crescent, Mesopotamia, and the Levant?
2 What is the climate like in the Fertile Crescent, Mesopotamia and the Levant?
3 What are the main economic activities in the Fertile Crescent, Mesopotamia, and the Levant?
4 What are the main social customs and traditions in the Fertile Crescent, Mesopotamia, and the Levant?
5 What is the history of the Fertile Crescent, Mesopotamia, and the Levant?

Pre-Assessment Data: Whole Class - Once you have assessed your students’ knowledge on the topic, collect and analyze the pre-assessment data to determine if you will need to modify the standards, learning goal, or measurable objectives that will be addressed during instruction.
Pre-Test: Administer, collect, and score the pre-test. Enter data in the Table for Whole Class Pre-Test Results by LG.Complete. Replace information with your information. Delete or add columns as needed by highlighting the area, right click, enter "De Delete” or Insert.”" "


Number of Students

Highly Proficient (90%-100%)

75

Proficient
(80%-89%)

10

Partially Proficient
(70%-79%)

11

Minimally Proficient
(69% and below)

4

Pre-Assessment Analysis: Whole Class

Basing on my pre-assessment data, approximately 95% of the learners are doing well. Therefore, according to the analysis, the standards are perfect, learning goals will be reached as well as measurable goals will be obtained. So, the learners will be highly proficient.

Post-Assessment – Copy and paste the post-assessment you plan to use to assess the students’ knowledge of the topic after implementing the unit lessons. The post-assessment can be the same as the pre-assessment, a modified version, or something comparable that measures the same concepts. Include the scoring criteria used to determine whether students are Highly Proficient, Proficient, Partially Proficient, Minimally Proficient when it comes to meeting the learning goal and measurable objectives.

1. Which of the following best describes the Fertile Crescent?
A. The Fertile Crescent is a region in the Middle East that is known for its rich soil and favorable climate. This region was home to some of the earliest civilizations, including the Sumerians, Babylonians, and Assyrians.
B. The Fertile Crescent is a region in the Middle East that is known for its oil reserves. This region is home to some of the world's major oil-producing countries, including Saudi Arabia, Kuwait, and Iraq.
C. The Fertile Crescent is a region in the Middle East that is known for its conflicts. This region has been the site of many wars and battles, including the Gulf War and the Iraq War.
2. Which of the following is not a characteristic of the Fertile Crescent?
A. The Fertile Crescent is a region in the Middle East that is known for its rich soil and favorable climate. This region was home to some of the earliest civilizations, including the Sumerians, Babylonians, and Assyrians.
B. The Fertile Crescent is a region in the Middle East that is known for its oil reserves. This region

STEP Standard 4 - Unit and Lesson Planning
During the design phase, you will carefully construct activities that are geared toward improving learning outcomes in your specific disciplines. Each activity should align to instructional goals and demonstrate your understanding of the pre-assessment data results, contextual factors, student learning needs, and management strategies.
Collaborate with your Cooperating Teacher/Mentor to design a unit of instruction that aligns to state content standards. Be sure to include technology integration and demonstrate how you will differentiate your lessons to meet the needs of individual students.
Note: When implementing the unit of study, you will be choosing one of these activities to video record, review, and reflect on your teaching in the STEP process.
Grade Level: 6th Grade
Unit/Subject: Social Studies—Ancient Civilizations and Mesopotamia

Day 1

Day 2

Day 3

Day 4

Day 5

National/State Learning Standards
List specific grade-level standards that are the focus of the lesson being presented.

* CCSS.ELA-LITERACY.RH.11-12.2
* CCSS.ELA-LITERACY.RH.11-12.4

* SS.6.3 EARLY RIVER VALLEY CIVILIZATIONS IN THE EASTERN HEMISPHERE

* SS.6.3.b

* SS.I.3.2C

* SS.I.4.1C

Specific Learning Target(s)/Objectives Based on state standards, identify what is intended to be measured in learning.

* Central ideas /information of primary/secondary source
* Summary

* Civilizations and complex societies developed in the Eastern Hemisphere and uniqueness in the cultural contributions and achievements.
* The adaptation of early human communities to the modified physical environment

* The characteristics that are shared by Complex societies and civilizations.
* The characteristics are; cities, government, language, technology, and religion.
* Mesopotamia people, Indus Rift valley, Yellow River valley, and Nile River developed complex societies and

* Formulation of geographic questions and defining geographic issues and problems..

* The characteristics that are shared by Complex societies and civilizations. The characteristics are; cities, and government

Academic Language General academic vocabulary and content-specific vocabulary included in the unit.

Secondary source

* Developed
* Eastern hemisphere
* Modified

* Social hierarchy


* Sca...