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.



I consult the Massasachusetts state frameworks, Common Core, and Next Generatiion Science Standards to plan each unit and lesson. Frameworks are cited on LAP and CUPs
I utilize low stakes writing assessments, bell ringers, conclusion questions, written lab reports, creative writing pieces, traditional tests, and quizzes to assess student understanding. I tailor all assessments to the middle school level and to young boys, as the Nativity School of Worcester is an all male middle school. 
I differentiate reading assignments by using a range of leveled texts and sources. I make the content available through the use of learning menus, guided reading questions, and illustrating the content in various ways.
The students are responsible for learning words of the day, week, and unit. They are then tested on their mastery of vocabulary by using the words in a written assessment. Students are required to identify, define, and apply the vocabulary words throughout the unit.
Lessons are written with a clear objective, written on the top of each LAP and on the board at the start of each class. Students are given clear directions, verbally, visually, and in written form so that all members of the classroom community understand the objective.
The fellowship program at the Nativity School of Worcester lends itself to collaboration.  Living in community allows for cross subject dialogue with other teachers in the same situation. I am a member of the New Science Teacher Academy with the NSTA and it allowed me to have access to several resources from science teachers across the country. The Clark MAT program allows for small seminar classes in which focus groups centered on teaching science have greatly helped me design effective lessons.
I use a variety of videos from Youtube and national geographic to enhance my lessons. I use the Jesuit resource center in association with the school laptop cart and the school iPads to help students learn in different styles.
In my classroom there are a few students with IEPs. To accommodate these students I use activities that will especially help my IEP students, but will also help all of my students. Students are given extra time on tests, use graphic organizers, heavily scaffold notes, and I tend to check in with my IEP students frequently during group work.
I do my best to connect the culture of Worcester and the diverse ethnicities of my students to the classroom. I connect the classroom to the outside community through the use of news articles, videos, and visuals. I use lots of visual aids to help the ELLs in my classroom. I scaffold activities for all students. I give students data tables to collect their data. Prior to activities, I provide directions verbally, visually (in pictures), clearly written on a handout, and modeled as a class demonstration. Sometimes my students make connections with Spanish and the scientific vocabulary, I encourage these connections but I also stress the importance of learning the definitions in English.