Professional Documents
Culture Documents
Teaching Standard 7
Teaching Standard 7
Learning Objectives & Content Standard Alignment - Selects, creates, and sequences
learning experiences and performance tasks that support learners in reaching rigorous curriculum
goals based on content standards.
Instructional Materials and Resources - Stays current in content knowledge and expands
expertise in reviewing instructional materials from the perspectives of both the discipline and individual
learner needs.
Materials, Resources, and/or Technology Instructional Decisions /
Despicable Me foreshadowing Reasoning
The Sweetest Fig
Students will need computers to do exit ticket (google
forms)
The teacher will need to create an exit ticket using
google forms. Questions to include: What is
foreshadowing? (Short answer) and what is an example
of foreshadowing?
Instructional Methods: Selects, creates, and sequences learning experiences and performance
tasks by using a variety of instructional approaches, strategies, and technologies that make learning
accessible to all learners and support learners in reaching rigorous curriculum goals.
Reflection
I think this lesson was by far my best one yet. Students maintained high levels of engagement
throughout the lesson and seemed very excited. The exit ticket backed up my feeling that
students really understood foreshadowing. 19-22 students answered all questions on the exit
ticket correctly. The remaining students had some minor errors in their answers. These
students will have many more opportunities to strengthen their understanding of
foreshadowing as we discuss this in our reading groups very often. If I were to teach this
lesson again I would instruct students not to have their hand raised while other students were
called on to discuss examples of foreshadowing in The City of Ember. I noticed that many
students were so eager to share their example that they were frantically raising their hand and
they were not listening to their classmates examples.
Teaching Standards and Rationale
Standard #1: Learner Development 1(h)- This standard is addressed because knowing that
not all of my students have the same learning styles, instruction is given through many
methods. By introducing foreshadowing in a video, having discussions, reading examples
from a book, and having students think of their own examples, many learning styles are being
addressed.
Standard #2: Learning Differences 2 (c)- By asking students to think of and share examples
of foreshadowing in books they have already read, I am asking students to activate prior
knowledge and apply it to a new concept.
Standard #3: Learning Environments 3 (0)- By involving students in discussions and
having students share examples of foreshadowing that they have come up with, I am allowing
students to promote each others learning.
Standard #4: Content knowledge 4(a)- Using a video, book, and discussion, this lesson
incorporates multiple representations and explanations of foreshadowing.
Standard #5: Innovative Applications of Content 5(l)- I have used an online video to
represent foreshadowing. As an exit ticket, students are using their google chrome books to
answer questions in order to demonstrate their understanding of foreshadowing.
Standard #6: Assessment 6(j)- Formative assessment is used throughout this lesson.
Students cannot complete the summative assessment (google form) at the end of the lesson
until they have learned about foreshadowing. I incorporate several opportunities to formatively
assess students on their understanding of foreshadowing by way of discussion and student
responses. Students participation or lack thereof throughout the lesson will provide
information on who is understanding foreshadowing and who is not.
Standard #7: Planning for Instruction 7(a)- This lesson was created through collaboration
with my mentor. Collaboration allowed me to use the most effective ways to teach
foreshadowing.
Standard # 8: Instructional Strategies 8(n)- This standard is being addressed because to
engage learners, I use a video, book, and discussions. This allows students to have several
forms of instruction and will help students with their focus throughout the lesson.
Standard # 9: Reflection and Continuous Growth 9(c)- This standard is being addressed
because both my mentor and I will be observing students responses in order to gauge their
understanding of foreshadowing. Using information in my CFA, I knew that I had many
different types of learners in my classroom. For this reason, I tried to incorporate multiple
methods of instruction. I also researched effective ways to teach foreshadowing. My mentor
and I will follow up the lesson by discussing the exit tickets and deciding if further instruction
needs to take place.
Standard #10: Collaboration 10(b)- Through collaboration with my mentor, I found a way to
teach this lesson and address the learning needs of my students. We discussed potential
ways to teach the lesson and which methods would be effective or ineffective.
Standard #11: ISTE standard 11.2 (a)- By including a video to show to the class on the
smart board and having students complete an online exit ticket, this standard is being
addressed.
ISTE Standard 11.5 (c)- Prior to this lesson I researched online how to effectively teach
foreshadowing. I also researched ways to incorporate technology into the lesson which is how
the video was discovered and why I decided to do an online exit ticket.
Artifact #2
Artifact: Elaboration on Character
Lesson Topic / Title: Spooky Story Narrative- Elaborating on the main characters and using
sensory description
Learning Objectives & Content Standard Alignment - Selects, creates, and sequences
learning experiences and performance tasks that support learners in reaching rigorous curriculum
goals based on content standards.
Instructional Materials and Resources - Stays current in content knowledge and expands
expertise in reviewing instructional materials from the perspectives of both the discipline and individual
learner needs.
Materials, Resources, and/or Technology Instructional Decisions /
Smart board Reasoning
Students will need laptops
One paper for each group of four
Six characters for students to describe
Instructional Methods: Selects, creates, and sequences learning experiences and performance
tasks by using a variety of instructional approaches, strategies, and technologies that make learning
accessible to all learners and support learners in reaching rigorous curriculum goals.
Reflection
After reading the students stories, 20 out of 22 students in the class have
a good understanding of how to elaborate on their main characters. While
doing the lesson I realized that I should have been more specific with my
instruction. My goal was for the students to use the picture for their group
to write a paragraph describing the character. This is not what every group
did. Some groups just made a list of adjectives that described their
character. If I were to teach this lesson again I would make sure to state
that they need to develop a well written paragraph to describe their
characters. For the few students who seem to be struggling with their
character description, I have either commented on their google document
with suggestions for improvement. If additional help is needed with these
students an individual meeting will be needed to provide further guidance.
Teaching Standards and Rationale
Standard #1: Learner Development 1(a)- Assessment was done while
students were in their groups working on describing their characters and
when students were matching character descriptions with characters. I
assessed students ability to elaborate on a character in their stories as
well. This showed me which students needed further instruction and which
students were able to apply the lesson material.
Standard #2: Learning Differences 2(b)- Communicating on their stories
through comments on their Google Documents allowed me to give timely
feedback and suggestions was able to assess how strong their main event
was while doing this as well.
Standard #10: Collaboration 10 (b)- Through collaboration with my
mentor, I was able to come up with this lesson. Originally I planned to have
the students describe one character as a class but my mentor suggested
grouping the students and having each group describe a different
character. This allowed not only my mentor and me to collaborate but it
also gave students the opportunity to collaborate.