2012-2013
Domain Three Reflection: Instruction
I feel that in order to deliver successful lessons on a daily basis, instruction must be planned ahead of time in a cohesive manner. Organization is an important skill to bring into the classroom not only as a practice, but so that it can also be modeled for the students.
At the start of the school day, I update the homework and write the Do Now and objective for the day’s lesson on the board. I set up the handouts for the day on the front table and open up the lesson for the day on my laptop. Once students enter the room, they are directed to write the homework in their agenda (if there is an assignment that night) and begin working immediately on the Do Now. Once the students are given ample time to respond to the Do Now, a class discussion is held to go over what was covered in the Do Now as an introduction to the day’s aim. Once the goal for the period is set, I clearly communicate the directions for the lesson and use technology when possible to present procedures during class activities. Once students are clear about what is expected of them, they will begin working on whatever happens to be assigned on that given day. Depending on the structure of the lesson, students will either work independently, or with his or her assigned row partner or assigned group. As students work, I am present and make my way around the room to assess student understanding as they work on the material presented. If I find that a student may be struggling with the material, I coach them by asking guided questions and prompts to initiate further investigation on the student’s behalf. I have found this method to be extremely helpful as well as rewarding because it encourages students to make their own inferences and invites critical thinking on various levels. At the end of the lesson students are asked to redirect their attention to the front of the room for lesson closure. Students are encouraged to give feedback about what was discussed in class as a method of learning assessment.
One of the main highlights of instruction during the 2012-2013 school year was seeing the students make personal connections with the material for 4th quarter. During the 4th quarter students are required to read S.E. Hinton's The Outsiders, a novel that explores many topics teenagers are able to relate to. The essential question for Unit 4, is one that I feel students are truly able to connect with, which is what makes it so enjoyable. Unit 4 entitled, “Reading to Understand the Relationship between Conflict and Character Development and Writing to Create and Support a Clear Argument: A Coming of Age Novel,” poses the essential question of “how can conflict in a young protagonist’s life shape or promote his/her development?” This unit focuses on the bildungsroman, or coming of age novel, that traces the psychological, emotional and moral growth of the protagonist throughout the novel. I found that students at this age are able to make direct personal connections with the themes explored during this unit. Another literature understanding that students are really able to associate with is that “achieving maturity can be a difficult and challenging journey.” Students shared positive insightful reflections to questions throughout the unit and were able to make real world connections with the literature. I feel that once students close the gap between the literature read in class and their personal lives, they are more involved with the text an find more of a common ground to associate with.
At the start of the school day, I update the homework and write the Do Now and objective for the day’s lesson on the board. I set up the handouts for the day on the front table and open up the lesson for the day on my laptop. Once students enter the room, they are directed to write the homework in their agenda (if there is an assignment that night) and begin working immediately on the Do Now. Once the students are given ample time to respond to the Do Now, a class discussion is held to go over what was covered in the Do Now as an introduction to the day’s aim. Once the goal for the period is set, I clearly communicate the directions for the lesson and use technology when possible to present procedures during class activities. Once students are clear about what is expected of them, they will begin working on whatever happens to be assigned on that given day. Depending on the structure of the lesson, students will either work independently, or with his or her assigned row partner or assigned group. As students work, I am present and make my way around the room to assess student understanding as they work on the material presented. If I find that a student may be struggling with the material, I coach them by asking guided questions and prompts to initiate further investigation on the student’s behalf. I have found this method to be extremely helpful as well as rewarding because it encourages students to make their own inferences and invites critical thinking on various levels. At the end of the lesson students are asked to redirect their attention to the front of the room for lesson closure. Students are encouraged to give feedback about what was discussed in class as a method of learning assessment.
One of the main highlights of instruction during the 2012-2013 school year was seeing the students make personal connections with the material for 4th quarter. During the 4th quarter students are required to read S.E. Hinton's The Outsiders, a novel that explores many topics teenagers are able to relate to. The essential question for Unit 4, is one that I feel students are truly able to connect with, which is what makes it so enjoyable. Unit 4 entitled, “Reading to Understand the Relationship between Conflict and Character Development and Writing to Create and Support a Clear Argument: A Coming of Age Novel,” poses the essential question of “how can conflict in a young protagonist’s life shape or promote his/her development?” This unit focuses on the bildungsroman, or coming of age novel, that traces the psychological, emotional and moral growth of the protagonist throughout the novel. I found that students at this age are able to make direct personal connections with the themes explored during this unit. Another literature understanding that students are really able to associate with is that “achieving maturity can be a difficult and challenging journey.” Students shared positive insightful reflections to questions throughout the unit and were able to make real world connections with the literature. I feel that once students close the gap between the literature read in class and their personal lives, they are more involved with the text an find more of a common ground to associate with.
Domain Three Artifacts
Attached is a lesson on character development in S.E. Hinton's classic novel, The Outsiders. I have also included a follow-up assessment used for determining student understanding.
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Student work samples of biographical poems