- Draws on content of the relevant curriculum frameworks to plan activities addressing standards that will advance students’ level of content knowledge.
- Identifies prerequisite skills, concepts, and vocabulary that students need to know in order to be successful in a learning activity.
- Identifies reading and writing needs that must be addressed for successful learning.
- Plans sequential units of study that make learning cumulative and that are based on the learning standards in the frameworks.
- Draws on results of formal and informal assessments as well as knowledge of human development to plan learning activities appropriate for the full range of students within a classroom.
- Plans lessons with clear objectives and relevant measurable outcomes.
- Plans the pedagogy appropriate to the specific discipline and to the age and cognitive level of the students in the classroom.
- Seeks resources from colleagues, families, and the community to enhance learning.
- Incorporates appropriate technology and media in lesson planning.
- Uses information in Individualized Education Programs (IEPs) to plan strategies for integrating students with disabilities into general education classrooms.
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Standard A – Plans Curriculum and Instruction
|1. Draws on content standards of the relevant curriculum frameworks to plan sequential units of study, individual lessons, and learning activities that make learning cumulative and advance students’ level of content knowledge. (Specify Curriculum Framework title, learning standards, and concept and skills used [attach list if necessary]).
2. Draws on results of formal and informal assessments as well as knowledge of human development to identify teaching strategies and learning activities appropriate to the specific discipline, age, level of English language proficiency, and range of cognitive levels being taught.
3. Identifies appropriate reading materials, other resources, and writing activities for promoting further learning by the full range of students within the classroom.
4. Identifies prerequisite skills, concepts, and vocabulary needed for the learning activities and design lessons that strengthen student reading and writing skills.
5. Plans lessons with clear objectives and relevant measurable outcomes.
6. Draws on resources from colleagues, families, and the community to enhance learning.
7. Incorporates appropriate technology and media in lesson planning.
8. Uses information in Individualized Education Programs (IEPs) to plan strategies for integrating students with disabilities into general education classrooms.
During Macbeth unit, I used various in class essays to determine content understanding mid-unit, and adjusted appropriately with my lesson focuses, specifically adjusting in order to foster more group discussion on important themes.
I used video effectively in my Macbeth unit, and the pairing of the text and video allowed students to both increase comprehension, as well as understanding of different performance styles and choices, and how that effected a narrative/play.
I also brought in effective historical “Primary” sources during our Esperanza Rising reading- pictures that helped students understand the historical background and reality of the historical novel we read.
During Macbeth essays, students had a variety of pre-writing and citation workshops and worksheets, which I identified as necessary to increase writing complexity and formality.
I write lesson objectives and learning goals for every lesson that I create.
I also use video for Shakespeare, and have been experimenting with effective technology use for writing as well.