PSU

TEACHER WORK SAMPLE

Your First and Last Name:

Joshua Short

Date Submitted: 4/29/18

District where you completed

the TWS: Lamar R1

Name of School Building

where you completed the
TWS: Lamar Middle School

Content Area of your TWS:

Physical Education

TWS Unit Topic: NASP

Archery

Grade Level of the

Classroom / Students in
Which the TWS Unit Was
Completed: 8th boys

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
Lamar is a city and the county seat of Barton County, Missouri. The city population is around 4,532. Lamar is well known as the birthplace of
President Harry S. Truman whose house is located in Downtown Lamar. Lamar is split into two sections, Downtown Lamar and Lamar Hight’s which
is located next to interstate 49. Businesses located in Lamar Hight’s are Walmart, Barton County Memorial Hospital, fast food restaurants, Washburn
tracker implements, gas stations, and hotels. In Downtown Lamar, there is a verity of mom and pop shops around the square. There are also several
gas stations, Barton County jail, a grocery store, and the Barton County Court House.
District
The school district is composed of 2 elementary schools, one middle school, and one high school. The total population of the school district is
1,218. The diversity among the school district 87.5% white and the other 12.5% being those of African American, Native American or Hispanic
ethnicity. Among the 1,218 students here 53.7% of them are considered to be economically disadvantaged based on free and reduced lunch. 3.3% of
the total population is in the Gifted Education Program.
School
Lamar Middle School is the only middle school in the district. It is home to 300 students. 88.3% of the population is white with the other
11.7% being those of African American, Native American or Hispanic ethnicity. 159 students in the Middle School are eligible for free or reduced
Lunch.
Lamar Middle School houses 6 through 8 grade students. Each grade level has their own hallway where all of their core class are located. The
Middle school is a two-story building with the 6th and 7th grade located on the first floor and the 8th grade upstairs.

Table 1.1 Class Contextual Information (limited to 1 page)

Grade level ____8th___ Content area __PE________ Topic ___Archery__
Age range of students ______13-14_______ Number of male students _____23____
Total number of students _____23_____ Number of female students ___0_____
Percentage of students receiving free lunch __________ Percentage of students receiving reduced lunch______________
[if free/reduced lunch information not available for class, provide school percentages]
Area in which students live (check all that apply) Urban _____ Suburban ______ Rural ___23___
Ethnicity of students (give numbers) ___1__ African American or Black ___1__ Hispanic or Latino
______ Native American/Alaskan Native __18__ White
___1__ Asian or Pacific Islander ______ Other (specify) __________

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 Language proficiency of students (give ___23___ Fluent English Proficient ______ English Language Learners
numbers)

Identified special needs categories
represented (give numbers)
___1____ Specific Learning Disability
_______ Hard of Hearing
_______ Deaf
_______ Deaf-Blind
_______ Other Health Impaired
_______ Multiple Disabilities
_______ Brain Injury
_______ Established Medical Disability (0-5 yrs)
_______ At risk for developmental disabilities
_______ Speech/Language Impaired
_______ Visually Impaired
_______ Orthopedically Impaired
_______ Emotionally Disturbed
_______ Autism
_______ Mental Retardation
___4____Gifted
_______ Developmentally Delayed
_______ Other (Specify)_______________

Subgroup Selected (describe the group): The subgroup I chose are the students who have experience shooting compound bows.

Rationale for Selection: The reason I chose this Subgroup is I want to see if having experience shooting a compound bow would give the
group an advantage or create a disadvantage. The bows that are used for the NASP program look like a traditional compound bow, but they
don’t have sights on them which makes it harder to aim. This forces the archer to aim the arrow or find a reference point on the bow to aim
with.

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
Intellectual Characteristics
- Including readiness,
cognitive abilities, learning
needs, developmental levels,
etc.
Previously demonstrated
academic performance/
ability:
Pittsburg State University
Specific Descriptions
Most of the class usually comes in quietly and ready to listen but there are a few students who tend to be disruptive at
the start. Overall the level of this class is right on track with the other 8th grade class.
A high percentage of the students fall into the above the standards category when it comes to Math and English. I
have one student who is in the below standards category but his is also on an IEP.
Teacher Work Sample 3
% Above standard _____
% Meets standard _____
% Below standard _____
Social Characteristics
- Including emotional, This 8th grade class is made up of mostly athletic students. Since there are so many athletes in this class the activities
attitudinal, motivational, etc. they do can get very competitive. This is the first class of the day and because of that sometimes the students
motivation level is a bit low. A lot of them tell me that they stay up late playing fortnight causing them to still be half
asleep when they come to class.

Personal Characteristics
- Including physical, social,
individual experiences,
talents, language, culture,
family and community
values, etc.
This class isn’t as diverse as some of my other classes are, there are minimal ethnic differences with only three
students being from other ethnic origins. On the athletic side as I stated earlier most of the class is very talented in the
athletic field but in the class, all the students participate well with each other but there are times when the activities
do become too competitive leading to verbal arguments.

B. Narrative: Implications for Whole Class Instruction Based on Information from Table 1.2 (limited to 1 page)
This class is a very attentive group of students. They are usually willing to participate in just about anything we do. There are a couple of students
who like to complain about everything we do but once they get started they will participate to the best of their abilities. As stated before this is the
first class of the day for these students. Normally a few of them come to class half asleep from staying up late which can make it challenging to get
them motivated for class. Before daily instruction all students will stand in alphabetical order against gym wall until roll has been taken then they
procced into the locker room to get dressed and read the words of wisdom for the day. Once in the gym the students get into their exercise lines, the
lines are arranged by alphabetical order with there being 4 lines 6 students per line. The students perform their warm-ups and receive the daily
instructions while in their exercise lines.

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

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 The subgroup I chose I chose this Subgroup Intellectual
are the students who is I want to see if There were a select few students in this group that had no problem being able to
have experience having experience aim the bow. As I figured the rest of them seemed to really struggle with trying
shooting compound shooting a compound to find some way to aim.
bows. bow would give the
group an advantage or
create a disadvantage. Social
The bows that are used This group tended to talk more than the rest of the students when I was giving
for the NASP program instructions. When it came time to shoot they would pair up with each other to
look like a traditional shoot on the same target. They would challenge each other trying to see who
compound bow, but could get the highest score.
SUBGROUP
they don’t have sights Personal
or
on them which makes In the begging, a lot of the students became very frustrated and they didn’t seem
FOCUS
it harder to aim. This to want to listen to any advice they were given. By the end of the lesson, most of
STUDENT
forces the archer to them were able to find some reference point on the bow to use for aiming. Once
aim the arrow or find a they found their aiming point you could see they started to enjoy the activity.
reference point on the
bow to aim with.

Intellectual

SUBGROUP Social
or
FOCUS
STUDENT
Personal

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D. Narrative Implications for Sub-Group’s/Focus Student’s Instruction (limited to 1 page)
Archery is one of those sports where athletic talent isn’t really a factor it is more mental than skill. Any student has the potential to pick up a bow and
be successful. The reason I chose this group is as I stated above, I wanted to see if the students who have experience shooting compound bows
through hunting or target shooting would be able to transition over to using a bow that is different from your traditional compound bow. Normally in
this situation, most people would think this group would have an advantage over the rest of the class but since the NASP bow have no sights to aim
with it can cause the subgroup to have more of a disadvantage. This is due to them already having learned how to aim with a hunting bow which the
shooter does by lining a spot on the bowstring with a sight at the front of the bow.

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II. Instructional Design

A. Narrative Description of Range of Objectives and Rationale for Selection (limited to 1 page)
During this unit, many areas of archery will be exhibited to the students. Ranging from history, rules, fundamentals, and range layout will be areas
that we will cover. A pre-test will be given on the first day of the unit simply to assess the basic range of knowledge among the students prior to
learning the material. At the conclusion of the week, a post-test will be given over the material that has been covered throughout the week.

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. Bloom’s
No.
Taxonomy)
Remember,
1
The student will know and understand the 4 whistle commands. Understand
Remember,
2
The student will be able to perform the 11 steps for archery. Understand, Apply
Apply, Understand,
3
The student will know and understand how to score each flight. Remember
The student will be able to properly be able to pull arrows from target and safely carry them back to their
4
quiver. Apply, Understand
The student will display effective communication, teamwork, and sportsmanship during activity by providing
5
encouragement to others. Apply

C. Identify State Standards – Benchmarks Addressed by Unit Objectives – How do objectives address these standards? (limited to 1 page)
Standard 2: The student will demonstrate mature movements concepts, principles, strategies, and tactics as the apply to the learning and performance of physical
activities.
Standard 3: The student participates regularly in physical activity.
Standard 1: The student demonstrated competency in motor skills and movement patterns needed to perform a variety of physical activities.
Standard 5: The student exhibits responsible personal and social behavior that respects self and others in physical activity setting.

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Table 2.1 – Instructional Design – Unit Plan

Pre-Assessment: Written Test

T Lesson Formative
Instructional Activities/ Describe Specific Adaptations/
Lesson Date R Objecti Assessment
Strategies Differentiation
I ve(s) (formal/informal)
Pre-Test of Archery knowledge
12 minute time limit
1 4/12 R, I 1,5 Discuss the 4 whistle commands Formal
Test for eye dominance

Review whistle commands

2 4/13 I 1,2,5 11 steps Informal

Review 11 steps
Make adjustments to the draw weight of the
3 4/14 I 1,2,3,4 shoot 10 meters Informal
bows as needed per student.
work on scoring
Review scoring
Make adjustments to the draw weight of the
4 4/15 I 1,2,3,4,5 shoot 10 meters Informal
bows as needed per student.
shoot 15 meters
Shoot 15 meters
Make adjustments to the draw weight of the
5 4/16 R, I 1,2,3,4,5 Post-test of Archery knowledge Formal
bows as needed per student.
12 minute time limit
6
7
8
Etc.
Summative Assessment: Written Test
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)

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 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?
The rationale for this assessment was The pre-test will be worth 21 points. The
Pre-Assessment
21 question pre-test. to see what the students knew about 1, 2 test will be multiple choice and matching
(Diagnostic) the rules of archery. questions.
The students will shoot one flight of five
arrows and be awarded one point for
The rationale for this assessment is
Formative Assessment 7 ring or better from 10 meters every arrow they place in the 7, 8, 9, 0r
to test the students on their ability to 2, 3, 5
- Informal aim and group their arrows.
10 ring. Arrows that stick in the 6 or
lower rings are worth zero points. Total
points possible are 5.
Scoring the first two flights of The students will be graded on scoring
The rationale for this assessment was
Formative Assessment arrows. one flight of five arrows. Students will
to show me which students 3, 5
- Formal understood how to score arrows.
also be scored on filling out the scorecard
correctly. Total point possible are 10.
The summative assessment was scored
The rationale for using a written
on the same 21 point scale as the pre-test.
Summative 21 question post-test post-test was so that students could
1, 2 The tests exactly the same as the pre-test.
Assessment show me that their knowledge of the
I wanted to see what students had
game has increased.
increased their knowledge of archery.

Narrative for Instructional Design

II. E.
The lesson is sequenced in this order to help the students be successful in the activity. The students need to
know the whistle commands because they are used to run the range and to keep everyone safe. The eye
Why are the lessons sequenced in this
dominance test is to see which hand the archer will shoot with. The 11 steps are the foundation for the
manner? archery program they teach the archer proper form and how to shoot. The lesson follows in the order of
events that would happen as if you were shooting at a NASP tournament.
II. F.
Demonstrating was the biggest and most useful teaching strategy covered in this unit. Students who had
What learning strategies were incorporated never shot a bow before were able to visually see the task being taught then were able to place that visual
into this unit? into their abilities. I was fortunate enough to have a few students from the archery team in class that I could
use to demonstrate with as I instructed.
How do the instructional strategies/activities Most of the students were successful thank to having the help of a visual aid from a real-life demo. It's one

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 thing to just lecture to the students and have them try to visualize it in their head but if you at a live
address the learning objectives for this unit? demonstration to the lesson it gives them the chance to see what you are trying to explain and process it
better.
II. G.
Both critical thinking and problem-solving skills will be used throughout the lesson during the shooting
How will critical thinking and problem- phases. When the student shoots their first arrow they will use critical thinking to determine if it went where
solving strategies be implemented? Give it was supposed to go. This happens during the reflect stage of the 11 steps. Problem-solving comes into
specific examples of use. play if the archer has determined that the shot didn’t go where it should have. Now they must determine
what caused this to happen and how they can correct it for the next shot.
II. I.
Explain the reading strategies that will be
used throughout the unit. Give specific
There were no reading strategies used in this unit.
examples. (Remember that using text is not a
reading strategy)
How will technology be integrated within the
Students will not use technology throughout this unit. As the teacher, I will use technology to research
unit? Explain both teacher use and student different strategies that can be used throughout the teaching of this unit.
use.
For the scoring part of this unit, student will add the scores from each flight to figure out their total score
How does the unit demonstrate integration of
this requires the use of math. Students will also work on communication and teamwork skills throughout
content across and within content fields? this unit.
II. J.
One adaptation I used was adjusting the draw weight of the bows. Some of the students weren’t strong
What specific adaptations or differentiated enough to draw the bow back so I would adjust the tension on the string making it easier to pull back.
activities were used to accommodate Another modification I did was moving the shooting line 5 meters. In the begging, most students were
individual learning needs for the whole class? struggling to hit the target and by moving the shooting line closer hit helped them to find an aiming point
along with build their confidence level.
What specific adaptations or differentiated
activities were used to accommodate
I used the same adaptations as listed above for my sub-group.
individual learning needs for the identified
sub-groups / students?

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

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III. Teaching and Learning

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

Day 1:
To start off the first day of the archery unit I had the student take a pre-test to see how much they knew about the NASP Archery Program. The
students were surprised when I passed out the test because P.E. class never have tests. I told the students that this test was for a grade and they
needed to due their best on it. This test had no effect on their grade for the class but if you tell a student this test is just to see how much they know
and won’t affect your grade they will not try on it. Once everyone had finished with the test I had them walk over to the waiting line where I began
talking about the range layout. I explained to them the different lines, the spacing of the targets, and why the range is laid out the way it is. Next, I
covered the whistle commands. For the whistle commands I would explain what the command meant then I would give a demo using one of my
archers in the class. I had the archer stand behind the waiting line until I gave a command then they would do as the command instructed. For the last
part of the class period I tested all the students for their eye dominance. I had everyone stand on the waiting line and one by one they would overlay
their hands forming a quarter size hole between their thumb and index finger. The student would stare at my nose, raise their hands in front of their
face, and slowly pull their hands toward their face. As their hands approached their face I would be able to see either their left or right eye. The eye
that you see is their dominate eye. The purpose of this test is to see if they need a left or right handed bow.

Day 2:
After the students finished dressing out I had them get into their exercise lines for their warm-ups. Once they had finished they proceeded to the
waiting line and waited for instructions. The goal for today was to do a quick review of the whistle commands then go through the 11 steps. When all
the student was patiently waiting behind the waiting line I informed them that I we were going to do a quick review of the whistle commands and
that I would give them a random command and they were to carry out that command. At the beginning there was a little confusion between the get
bow and go get arrows command after but by the third time of running through the commands all the students had them memorized. Going over the
11 steps was a bit of a struggle most of the students had a tough time remembering the order of the steps and how to proper set their stance. I spent
most of the class reminding students how their feet should be set when they are on the shooting line.

Day 3:
Day 3 started of with warm-ups and a review of the 11 steps. I could tell the students were excited for today because they could see I had the bows
out on the rack. Before we started into the lesson I informed the students they were not to touch any of the equipment until I said they could. To
review the 11 steps, I wanted to go through the whistle commands that way the students would get used to going through the entire process. At this
point the students still weren’t using any equipment. When I finished with the review I covered the do’s and don’ts of the bows and arrows and the
consequences they would receive if they if I seen them breaking the rules. I could tell the students were becoming restless as they waited for the
chance to shoot. Finally, it was time to shoot the students would start shooting from the 10 meter line but I informed them they were not to shoot
their first arrow until after I told them to. I wanted to watch and make sure each student preformed all 11 steps properly which includes nocking the
arrow. I could tell a few of the students were nervous being up on the line with other shooter so close to them but I kept reassuring them that
everything would fine and to take a deep breath. Before the students pulled arrows, I wanted to cover scoring with them. I had all the students walk

Pittsburg State University Teacher Work Sample 11

up to the target line, so they could get a closer view of the target I was using for an example. I called out the score of each arrow as I marked it on the
score card I made sure to explain to them that you call out your partners score and mark it on their card then they look at the card and initial in the
box next to the flight they just shot if they agree with the score. I told them if at any time they don’t agree with the scores they need to raise their
hand and a range official would come over and help them. I also covered how to score an arrow that was touching/breaking the line of another
scoring ring. The last objective for the day I wanted to cover was the proper way to pull and carry arrows. It was apparent that some of the student
were not listening when I was explaining how to pull because they would grab the arrow around the fletching and rip them out at an angle. I had to
remind several of them that pulling arrows like that would damage them and if they didn’t stop they would be responsible for buying the archery
team new arrows. Before class was over I informed the students that tomorrow they would be taking a test over scoring and if they were still unclear
about anything to come talk to me.

Day 4:
Todays lesson started off with a review of how to score and fill out the score card. Just like on the previous day I brought all the students to the target
line and quickly covered everything they needed to know. I showed the students a target that I had set up over by the stage that had ten arrows in it
that would be used for their scoring test but before we got to that they would be doing a shooting skill test. Most of the students gave me that deer in
the headlights look and one of them even said this is P.E. class why do we have to keep taking test. I quickly informed them that the test was being
used to check if they were understanding the material that we were covering. When I came to the shooting skills test I told them it was only worth
five points and they would receive one point for every arrow that landed in the seven ring or better. Once again, I got that deer in the headlight look
so to help put them at ease I told them I was going to give them a practice round so they would have a chance to find their aiming point. Almost half
the class scored an 80% or better on the skills test. Most of the students struggled with keeping their arm still when they released. I kept telling them
every little movement you make will affect the flight of the arrow. For the scoring test I had the students continue to work on shooting at 10 meters
and would call two students over at a time to score arrows in the target that I had set up. The target was located by the stage where I was still able to
watch the rest of the class while they were shooting. For the scoring test student one would call out student two’s scores and mark them one the card
then student two was to verify the score and initial the box if they agreed. The students would trade places and repeat the process with the next set of
five arrows. The test was worth 10 points with one point awarded per arrow, shooters name, shooter ID number, shooter signature, witness signature,
and initials in the box next to the flight scored. At one point I had to pull two students aside and have a talk with them because they were poking and
hitting each other while on the shooting line.

Day 5:
I started of the day with continuing the scoring test for the students that still needed to finish it. while I was doing that I had the rest of the student
work on shooting at 15 meters. Before I got started with the scoring test I explained to the rest of the class that when shooting at 15 meters they
would have to move their aiming point they use for 10 meters up because the arrow must travel farther to the target. As I figured a lot of the students
missed the target at first because they adjusted their aiming point too high but by the time they got to their third round of shooting most of them
started to find their aiming point. For the last half of the class I had the student take a post-test which was the exact same test they had taken for the
pre-test. The purpose of this test was to see how much their knowledge of this subject has increased from the start of the unit. When looking at the
data from both the per and post tests I could tell the students knowledge has increased tremendously the class average for the pre-test was 44% and
the post-test was 89% that’s a 45% increase. Overall, I believe this unit was very successful, but I know there are a few things I can improve upon in
the future to make it even better.

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B. Classroom Management Plan (rules, procedures, preventative strategies, supportive strategies) (limited to 1 page)
Classroom Rules
1. Come to class on time with all materials and do your best.
2. Respect yourself, others, property, equipment, and facilities.
3. Obey all school and classroom rules.
4. Stop, look, and listen when the whistle is blown or when asked verbally.
5. No food, drink, candy, or gum.
Classroom Procedures
1. Students should be inside the gym before the last bell.
2. Students will stand in line quietly for attendance.
3. Students will have 5 minutes to dress out after attendance.
4. Students will wait in the locker room until words of wisdom have been read.
5. Students will procced into the gym where they will get into their exercise line for warm-ups afterwords of wisdom.
6. Students will have time at the end of class to shower and dress.
7. Students will line up in the gym on the black line next to the exit and wait until dismissal bell rings.
8. Showers are not mandatory but are appreciated by all students and staff in the building.
9. A doctor’s note is needed to sit out for injury.
Preventative Strategies
1. Make eye contact with student
2. Give direct verbal warning
3. Say the name of student and continue.
4. Give the student a choice

C. Student Interaction and Engagement (Strategies for promoting student to student interaction and student motivation) (limited to 1 page)
During this unit, student will be interact with each other. The students were given the choice to pick their lane mate for the whole unit. Most of the
time I will pick their partner, but I wanted them to be with someone that would push them, and they would be comfortable shooting next to. The
students not only interacted with their lane mate but the rest of the students on the shooting line. Student motivation was easy for this unit. A lot of
times their peers were motivating them to do their best. The students would congratulate each other when someone made a good shot.

D. Student Communication (detailed description of appropriate strategies to encourage student to student communication) (limited to 1 page)

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Student communication is the key to being successful in a P.E. setting. I feel that in Physical Education it is almost more important because students
are constantly put in situations where they must work with each other. Without effective communication between students, it is hard to have a
successful team. I gave the students the opportunity to pick their lane mate to create an even better communication environment. The students lane
mate often gave them quality feedback on their skills. They also gave them encouragement even when things were not going well for them.

Narrative: Analysis of Assessment

E. Pre-Assessment
Overall analysis of results.
Discuss the results in reference to
the learning objectives.
Describe how pre-assessment data
was used to proceed with instruction
for all students.
What is the plan to differentiate for
all learners?
The pre-assessment average score was a 44%. The average score for the sub-group I had chosen was 62%.
The reason the average was higher for the sub-group is because two of the students in the group are
currently on the school archery team. I had four students post high scores on the pre-test two of them had
perfect 100% and the other two had 95% and 90% but all four are currently on the archery team so that was
to be expected. The rest of the class seemed to struggle with the exam most of them scored 50% or lower
with two students receiving 5%.
I knew before I graded the pre-test that the scores were going to be low. Most of the students in the school
didn’t know anything about the NASP Archery Program. All the questions on the test were things that I
planned on teaching during the lesson. Even though the pre-test scores were low I am confident when it
came time for the post-test all the students would do must better.
The pre-assessment was used to gauge where the students were. It allowed me to see who needed more
instruction and who already had a good understanding of the NASP Archery Program. It showed me the
areas I needed to focus on more.
In the future, I would use differentiation more when working on the 11 steps. Most of the students struggled
when shooting their arrows were scattered all over the target. I needed to spend more time breaking down
all 11 steps and working on proper form.

F. Formative Assessment
The formative assessment I gave to the class was an archery scoring assessment. I administered the
assessment after I covered scoring with the students. The main purpose for this assessment was to check and
Overall analysis of results.
see if students understood how to score arrows. Overall the class average was an 81% with the sub-group
averaging an 92%.

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 I was very pleased with the results of the test. When it comes to scoring arrows its straightforward whatever
Discuss the results in reference to ring the arrow is in that’s the amount of points you get. One thing that gave some of the student’s problems
the learning objectives. was scoring an arrow the was touching the line of another scoring ring. Whenever an arrow touches or
breaks a scoring line the archer is awarded the point of the highest ring. For example, if an arrow lands on
Are students learning what was the line between the 8 and 9 rings the archer receives 9 points. Another thing that got some people was
intended they learn? filling out the scorecard correctly. Some students would forget to initial the box next to the flight scores to
so that they agreed with them and they would forget to fill in their shooter ID number.
One thing I could do is recover scoring arrows that touch or break the line and the proper way to fill out a
Discuss any adaptations based on the scorecard. After that is done I could give them the scoring test again and see if their scores improve.
results of formative assessments.

Identify differentiation needed to I differentiated instruction by teaching the whole group then by working with each individual group. Each
help all students meet the goals and group were only made up of two students. In the future, I need to take a little more time working with each
objectives of this unit. group. Instead of just helping them practice scoring one fight help them with two.

G. Summative Assessment
What did the disaggregated data of
the assessment reveal?
Discuss the results in reference to
the learning objectives.
Did all students learn what was
intended they learn? Explain.
The disaggregated data of assessment showed that the sub-group did a little better than the class average.
The class average was an 89% and the sub-group averaged a 97% on the written assessment. The sub-group
scores greatly improved for what they were on the pre-test.
In referencing the learning objectives all students met the objectives that were set for them. Even though
they did struggle in the beginning there was a tremendous increase from start to finish. After reviewing all
the test and seeing a positive increase in the grades it shows they were able to meet the assessment objective
for the lesson.
After reviewing all the data from start to finish and from what I personally observed I do believe the students did
learn what was intended to learn with in the unit. In the beginning, most of the students struggled with hitting the
target but by the end of the unit, the students where able to shoot multiple high scores in each flight they shot. I am
confident enough to say that I could give anyone of them the command to get bow and they would be able to get set
on the line, shoot their arrows, score the flight, and return all the equipment back to its proper place no problem.

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.

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 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.

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IV. Self-Evaluation and Reflection

A. Narrative description of Successful Activities and future implications

Based on the analysis of all the assessment

results, identify TWO learning objectives
from the unit students were most successful.
Objective 1:
The whistle commands.
Give more than one reason for each of the successes identified.
After spending most of the first day coving the whistle commands I was able to give a command and ask a
student at random what it meant. Throughout the rest of the week, I would give a random command and ask
students to identify it. Also, when students were shooting I would give the stop/emergency command to see
how they responded. As instructed they stopped and returned their bows to the rack and proceeded behind
the waiting line.

Objective 2:
Scoring arrows. Looking at the results from the scorecard test I was able to see almost all the students had a great
understanding of how to score arrows. After student finished shooting a flight I would randomly select a
student to score their lane mates arrows then I would score the arrows and check to see if when had the
same results. Most of them would come to the same conclusion on the score as me.

Discuss at least TWO things to do differently in the future to extend these successes to continue students’ academic growth.
One thing that I could do in the future is turn the whistle command into a game. I could divide the class into four groups give a command and watch
to see which group is able to complete the command first. For this, the students wouldn’t use any equipment for safety reasons they would just go
through the motions. The same can be done with scoring. I could set up 5 targets with arrows divide the students into groups and have them go
through and score each arrow. One thing I learned is students like having friendly competitions with their fellow classmates.

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.

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Objective 1: A lot of the students had trouble with remembering to anchor at the corner of their mouth along with not
Performing the 11 steps for archery. throwing/dropping their arm when they released. This was causing their arrows to fly all over the target. I
was constantly having to remind them that every little movement they made would be transferred into the
arrow and affect the way it flies. Another big one was student’s stances. The stance provides a solid
foundation for shooting form most of them would stand on the balls of their feet or rock their hips forward
which caused them to be unbalanced. When an archer is unbalanced they tend to sway back and forth which
affects the way the arrow flies.
Objective 2: Something I noticed when student would pull they're instead of grabbing them close to the target and
Pulling and carrying arrows. pulling them straight out the would grab them back by the fletching’s and yank them out to the side. Doing
this can cause you to bend an arrow. I constantly had to remind them how to pull arrows. Also when they
would walk them back to the quiver instead of having both hands on all five arrows one covering the points
and the other by the fletching’s the would hold them in one hand and be swing them around.

Discuss at least TWO things to do differently in the future to improve students’ performance.
One thing I would do different in the future is spend more time working on setting a good stance. As I said above stance is the foundation for the archer form
without a solid stance the archer becomes unbalanced which affects the flight of the arrow. Something I could do to help prevent them for miss handling the arrows
is grade them on how they pull and carry arrows.

TABLE 4.1 Communication Log

Follow Up
Method of Result or Impact on (if
Date Person Contacted Contact Reason for Contact Instruction necessary)
Coach Barns gave me a few
Coach Barns
different tips and tricks to
3/6 Assistant Archery Face to face Asking for tips on aiming. None needed
help students be more
Coach
successful with aiming.
Coach Fry gave a few
Coach Fry different ways that I could
Head Archery structure my lesson. He also
3/6 Face to face Asking for lesson plan ideas. None needed
Coach/Cooperating gave me a quick rundown of
Teacher how he teaches archery to the
High School.
3/14 2 students Face to face Both students were poking and After re-informing both None needed
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 Follow Up
Method of Result or Impact on (if
Date Person Contacted Contact Reason for Contact Instruction necessary)
students how dangerous
archery can be and the
hitting each other while on the
potential consequences of
shooting line.
their actions they behavior
changed for the better.

Add rows as needed

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

Going into this lesson I was confident in my abilities I am a NASP certified archery coach but having the opportunity to talk with two other archery coaches was
too good to pass up. Coach Barns has lots of experience with archery he had his own archery store in Lamar for years and at practice, he is always helping
someone figure out their aiming spot. Coach Barns was able to give me a few little helpful tips and tricks to use to help beginning archers with aiming. Talking to
Coach Fry was a tremendous help he teaches archery every year to the high school classes. He helped me develop an outline for my lesson plan. Finally, the last
contact was made because two students were playing around on the line while they were shooting. I quickly pulled both aside and explained how dangerous this
activity can be if not taken seriously. After informing them of the potential harm that they could inflict upon everyone I finished by say now if I have come over
and talk to you again you will get to spend today the rest of the day after school with me in detention where we can continue this conversation. I could tell I made
my point clear they were two perfect students for the rest of the week.

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?

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Aspect 1: Explaining procedures One of my biggest problems is when I am giving instructions I tend to talk fast.
As I’ve learned students don’t always ask questions when they don’t understand
a part of the lesson. From now on I will start asking the students question why I
am giving instructions to check for understanding.

Aspect 2: Technology in the classroom The use of technology during the lesson could have helped aid in the visual
demonstrations. Unlike watching someone shoot arrows in real time with a
video I would’ve had the capability to freeze and break down all the 11 steps
and the process of the arrow leaving the bow.

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 REFERENCES

https://www.naspschools.org.

https://mcds.dese.mo.gov/quickfacts/SitePages/DistrictInfo.aspx?
ID=__bk8100030003006300130003004300

http://www.shapeamerica.org/

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APPENDIX A

DISTRICT REPORT CARD

LAMAR R-I (006104) Contact Information

Missouri School Improvement Program - A

(1) Accreditation Status

2014 2015 2016 2017

LAMAR R-I Accredited Accredited Accredited Accredited

Definition

(2) Preschool Enrollment

2014 2015 2016 2017
Missouri 30,111 31,967 33,334 34,716
LAMAR R-I 24 32 49 89
Definition

(3) K-12 Enrollment

Missouri 2014 2015 2016 2017
Total 887,358 886,477 885,142 883,913
Asian * * * *
Black 16.4% 16.2% 16.1% 15.9%
Hispanic 5.3% 5.6% 5.9% 6.2%
Indian * * * *
White 73.3% 72.8% 72.3% 71.7%
LAMAR R-I 2014 2015 2016 2017
Total 1,315 1,298 1,244 1,218
Asian * * * *
Black * * * *
Hispanic * * * *
Indian * * * *
White 89.7% 88.1% 87.9% 87.5%
Definition
* - Indicates the percent has been suppressed due to a potential small sample size.

DISTRICT REPORT CARD

LAMAR R-I (006104) Contact Information

Missouri School Improvement Program - A

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 (5) Students Eligible for Free or Reduced-Price Lunch

Missouri 2014 2015 2016 2017

Percent 50.3% 51.7% 51.7% 51.2%

Number 437,276 449,379 449,320 443,775
LAMAR R-I 2014 2015 2016 2017
Percent 51.7% 52.9% 54.6% 53.7%
Number 682 679 672 654
Definition

(2) K-12 Enrollment

LAMAR R-I - LAMAR MIDDLE 2014 2015 2016 2017

Total 321 320 315 300
Asian * 0.0% * *
Black 0.0% 0.0% 0.0% *
Hispanic * * 5.4% *
Indian * * * *
White 89.4% 89.4% 87.3% 88.3%
Definition

APPENDIX B
Grade Level – 8th Subject Area – Physical Education (NASP Archery) March 12-16

Lesson Plan

Objective:
Students will be able to:
o Know and understand the 4 whistle commands.
o Perform the 11 steps for archery.
o Know and understand how to score each flight.
o Properly be able to pull arrows from the target and safely carry them back to their quiver.

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 o Display effective communication, teamwork, and sportsmanship during activity by providing encouragement to
others.
Materials:

o Genesis Bows (left and right hand)

o NASP 1820 arrows (5 per quiver)
o NASP bullseye targets
o Bow Rack
o Safety Curtain
o Warning signs for downrange entryways

Alignment with State Standards

o Standard 2: The student will demonstrate mature movements concepts, principles, strategies, and tactics as they
apply to the learning and performance of physical activities.
o Standard 3: The student participates regularly in physical activity.

o Standard 1: The student demonstrated competency in motor skills and movement patterns needed to perform a
variety of physical activities.

o Standard 5: The student exhibits responsible personal and social behavior that respects self and others in physical
activity setting.
Background Information:
The National Archery in the Schools Program, or NASP, was created in 2002 by the Kentucky Department of Fish
and Wildlife Resources to address the lack of archery in physical education classes at public schools. To date, over
7.5 million youth have participated in nearly 9,000 schools across the United States and in Australia, Canada, New
Zealand, and South Africa. NASP teaches two-week archery courses to students in the 4th through 12th grade,
focusing on the history of the sport, safety, technique, equipment, concentration, self-improvement, and physical
fitness, specifically core strengthening. Prior to the course, teachers must complete an eight-hour NASP Basic
Archery Instructor Training Program.

Engagement:
Start off class by having the students do their warm-ups to help them burn off some energy to help them focus. After that ask
students if they have ever shot archery. Talk about the similarities between NASP archery and regular archery. Review rules
for safety, scoring, 11 steps for shooting, and range layout for NASP Archery by asking students questions. Example: What
does two whistle blasts stand for?

Exploration:
o Do the regular class warm-ups (pushups, sit ups, and squats)
o Have the students proceed to the waiting line.
o Sit down and explain the rules and range layout for NASP Archery.
1. Range layout (waiting, shooting, and target lines)
2. Whistle commands
3. Bow safety
4. Determine eye dominance
5. 11 steps
6. Scoring
7. How to retrieve arrows
o Whistle commands
A. 1 whistle – Shoot or Fire
B. 2 whistles – Get Bows
C. 3 whistles – Go Get Arrows
D. 5 or more Whistles – Stop Emergency
o Testing Eye Dominance
A. The instructor should stand 3-4 meters apart (students on waiting line and instructor on shooting
line)
B. Using both hands students form a golf ball sized triangle.
C. Students fully extend arms and triangle towards the instructor.
D. With both eyes, open students look through the triangle at the instructor’s nose.

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 E. The instructor should be able to see the students dominant eye in the triangle.
o 11 Steps
1. Stance
2. Nock Arrow
3. Draw Hand Set
4. Bow Handset
5. Pre-Draw
6. Draw
7. Anchor
8. Aim
9. Shot Set Up
10. Release
11. Follow Through and Reflect
o Scoring
A. Each fight has five arrows.
B. There are 10 scoring rings ranging from 10 – 1 (center of the target to the outside)
C. If an arrow nicks, touches, or lands on a scoring ring line the archer is awarded the next highest
point. For example, if the arrow lands on the line between the 6 and 7 ring the arrow is scored as a
7.
D. The archer calls out the score for their own arrows and their target partner marks the bubbles on
their scorecards.
E. Total points possible per flight is 50. Total points possible after all 6 flights is 300. ( 3 flights at 10
meters, 3 flights at 15 meters)
o Check for understanding
A. Range layout (waiting, shooting, and target lines)
B. Whistle commands
C. Bow safety
D. Determine eye dominance
E. 11 steps
F. Scoring
G. How to retrieve arrows
o Split class into two groups

Application:
Students will be able to apply the rules of NASP Archery in a NASP Tournament. They will be able to organize and explain
rules to others outside of school. They will know the basics concepts of Archery.

Closure:
The learning that occurred in this lesson is the concepts of Archery and how to use your teammates and use effective
communication. They will be able to perform the 11 steps and effectively score their targets.

Evaluation:
Students will be assessed through observation during the activity, positive reinforcement and corrective feedback as necessary to
ensure.
o Performing the 11 steps properly.
o Scoring targets correctly.
o Apply rules of the range in a live situation.
o Display effective communication, teamwork, and sportsmanship during activity by providing encouragement to
others.

Differentiation:
o Start Archers at the 5 meter line instead of the 10 meter line.
o Divide students into 4 smaller groups so they aren’t as crowded on the shooting line.

References:
All rules and regulations for NASP Archery can be found at https://www.naspschools.org.

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 Monday, Mar 12 – Pre-test, whistle commands, eye dominance.
Tuesday, Mar 13 – Review whistle commands, 11 steps.
Wednesday, Mar 14 – Review 11 steps, shoot 10 meters, work on scoring, how to
pull/carry arrows.
Thursday, Mar 15 – Review scoring, shooting test 10 meters, scoring test.
Friday, Mar 16 - Shoot 15 meters, post-test.

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APPENDIX C

Archery Pre-Test/Post-Test
Name: _______________________ Score: ____/21___
Date: _____________

Circle the letter of the best answer. Each question is worth 1 point.

1. When a whistle signal of 5 or more blast is given what must the archer do?
A. Get bow.
B. Shoot.
C. Stop what they are doing, re-rack quiver arrows, re-rack bow, and walk behind the waiting line.
D. Go get arrows.
2. The target line should be placed at what distance from the target butts?
A. Two meters.
B. Five to seven meters.
C. Any distance.
D. One meter.
3. How many arrows does an archer get per flight?
A. 10
B. 2
C. 6
D. 5
4. How many whistle blasts signal the archers to shoot?
A. 3
B. 5 or more.
C. 2
D. 1
5. Archers may “go get arrows” when they hear this many whistle blasts?
A. 1
B. 3
C. 5 or more
D. 4
6. Where is the waiting line located?
A. 10 meters behind the shooting line.
B. 1 meter behind the shooting line.
C. 15 meters behind the shooting line.
D. 4 meters behind the shooting line.
7. Where is the shooting line located?
A. 10 meters.
B. 10 and 15 meters.
C. 5-7 meters.
D. 12 and 17 meters.

8. How many flights of arrows are shot at a NASP tournament?

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 A. 1 practice and 3 scoring at 10 meters, 1 practice and 3 scoring at 15 meters.
B. 3 scoring at 10 meters, 3 scoring at 15 meters.
C. 3 scoring at 10 meters.
D. 3 scoring at 15 meters.
9. Which hand should hold the bowstring at anchor, for a left eye dominant eye archer?
A. Right hand.
B. Left hand.
C. Doesn’t matter.
10. Which of the following are advantages of shooting with both eyes open?
A. Depth perception.
B. Peripheral vision.
C. Improved balance.
D. All the above.

For questions 11-21 list in order, the 11 steps to Archery Success. Each question is worth 1 point.

11. _____ a. Stance

12. _____ b. Bow hand set
13. _____ c. Release
14. _____ d. Draw
15. _____ e. Aim
16. _____ f. Pre-Draw
17. _____ g. Shot set up
18. _____ h. Follow through/reflect
19. _____ i. Draw hand set
20. _____ j. Nock
21. _____ k. Anchor

Archery Pre-Test/Post-test Key

Name: _______________________ Score: ____/21___
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Date: _____________

Circle the letter of the best answer. Each question is worth 1 point.

22. When a whistle signal of 5 or more blast is given what must the archer do?
E. Get bow.
F. Shoot.
G. Stop what they are doing, re-rack quiver arrows, re-rack bow, and walk behind the waiting line.
H. Go get arrows.
23. The target line should be placed at what distance from the target butts?
E. Two meters.
F. Five to seven meters.
G. Any distance.
H. One meter.
24. How many arrows does an archer get per flight?
E. 10
F. 2
G. 6
H. 5
25. How many whistle blasts signal the archers to shoot?
E. 3
F. 5 or more.
G. 2
H. 1
26. Archers may “go get arrows” when they hear this many whistle blasts?
E. 1
F. 3
G. 5 or more
H. 4
27. Where is the waiting line located?
E. 10 meters behind the shooting line.
F. 1 meter behind the shooting line.
G. 15 meters behind the shooting line.
H. 4 meters behind the shooting line.
28. Where is the shooting line located?
E. 10 meters.
F. 10 and 15 meters.
G. 5-7 meters.
H. 12 and 17 meters.

29. How many flights of arrows are shot at a NASP tournament?

E. 1 practice and 3 scoring at 10 meters, 1 practice and 3 scoring at 15 meters.
F. 3 scoring at 10 meters, 3 scoring at 15 meters.
G. 3 scoring at 10 meters.
H. 3 scoring at 15 meters.
30. Which hand should hold the bowstring at anchor, for a left eye dominant eye archer?
D. Right hand.
E. Left hand.
F. Doesn’t matter.
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 31. Which of the following are advantages of shooting with both eyes open?
E. Depth perception.
F. Peripheral vision.
G. Improved balance.
H. All the above.

For questions 11-21 list in order, the 11 steps to Archery Success. Each question is worth 1 point.

32. __A___ a. Stance

33. __J___ b. Bow hand set
34. __I___ c. Release
35. __B___ d. Draw
36. __F___ e. Aim
37. __D___ f. Pre-Draw
38. __K___ g. Shot set up
39. __E___ h. Follow through/reflect
40. __G___ i. Draw hand set
41. __C___ j. Nock
42. __H___ k. Anchor

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