Plans Curriculum & Instruction

  • 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.

Reflection

Enter your content here

 

Evidence

Standard A – Plans Curriculum and Instruction

Indicators

Evidence

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.

  1. A. Designed initial unit based on R.L. 7.2, R.L. 7.6. Students wrote final assessments based on determining central themes and supporting claims with evidence. Students practiced annotation throughout the entire unit, and built on prior knowledge to advance in complexity of understanding.
  • B. Esperanza Rising unit covered similar standards but expanded the content standards covered- CCSS.ELA-Literacy.RL.7.1 Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.
  • CCSS.ELA-Literacy.RL.7.2 Determine a theme or central idea of a text and analyze its development over the course of the text; provide an objective summary of the text.
  • CCSS.ELA-Literacy.RL.7.6 Analyze how an author develops and contrasts the points of view of different characters or narrators in a text.
  • CCSS.ELA-Literacy.RL.7.9 Compare and contrast a fictional portrayal of a time, place, or character and a historical account of the same period as a means of understanding how authors of fiction use or alter history.
  • CCSS.ELA-Literacy.RL.7.10 By the end of the year, read and comprehend literature, including stories, dramas, and poems, in the grades 6–8 text complexity band proficiently, with scaffolding as needed at the high end of the range.
  • CCSS.ELA-Literacy.W.7.1 Write arguments to support claims with clear reasons and relevant evidence.
  • CCSS.ELA-Literacy.SL.7.1 Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 7 topics, texts, and issues, building on others’ ideas and expressing their own clearly.
  • CCSS.ELA-Literacy.SL.7.1c Pose questions that elicit elaboration and respond to others’ questions and comments with relevant observations and ideas that bring the discussion back on topic as needed.
  • CCSS.ELA-Literacy.SL.7.2 Analyze the main ideas and supporting details presented in diverse media and formats (e.g., visually, quantitatively, orally) and explain how the ideas clarify a topic, text, or issue under study.
  • CCSS.ELA-Literacy.SL.7.5 Include multimedia components and visual displays in presentations to clarify claims and findings and emphasize salient points.

 

 

  1. Students showed through informal writing that they had trouble identifying main themes and using evidence to back themes up- created pre-writing worksheet which helped develop abstract understanding from concrete understanding.

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.

 

  1. Used valuable cross-over texts in Martin Luther King unit, bringing in age appropriate biography, audio, and close reading of I Have a Dream speech. Used poetry at different levels of complexity to help students at all levels create an understanding of figurative language.

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.

 

  1. During unit on figurative language, scaffolding activities to help all students understand the use of simile, metaphor, personification, and hyperbole, and were able to use these in a wide range of poetry, as well as in formal persuasive speeches.

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.

 

  1. Lessons have clear questions and answers which students are given in the beginning of class, and are expected to answer questions to display understanding of objectives.

I write lesson objectives and learning goals for every lesson that I create.

 

  1.  I meet regularly with other M.A.T. students in Clark graduate classes and share lesson ideas. I am integrating a personal presentation project designed by a U.P.C.S. middle school teacher.

 

  1. I use the Elmo regularly in my class to help students present, to show appropriate sources and models. I used audio recordings of Martin Luther King Jr. to show the power of inflection and voice. When possible, we use the projector to show annotation and writing processes.

 

I also use video for Shakespeare, and have been experimenting with effective technology use for writing as well.

 

  1. A number of students are on I.E.P’s in the senior class. I have made major adjustments for on in particular, helping him outside of class to ensure his writing gets done, as he is not required to complete work at home as part of his I.E.P. My Shakespeare reading lessons are designed to help students on I.E.P’s with comprehension, starting with video, moving to group conversations, and using annotation to help keep track of their thoughts and responses.