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4.1: Using knowledge of students’ academic readiness, language proficiency, cultural background, and individual development to plan instruction
Applying: Plans differentiated instruction based on knowledge of students’ academic readiness, academic language, diverse cultural backgrounds, and individual cognitive, social, emotional, and physical development to meet their individual needs.
9/26/17
Examines potential sources of bias and stereotyping when planning lessons. Uses culturally responsive pedagogy in planning. 9/26/17
Applying: Plans differentiated instruction based on knowledge of students’ academic readiness, academic language, diverse cultural backgrounds, and individual cognitive, social, emotional, and physical development to meet their individual needs.
9/26/17
Examines potential sources of bias and stereotyping when planning lessons. Uses culturally responsive pedagogy in planning. 9/26/17
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The attached document is a CLOSE Reading activity the students completed on the Aztec Emperor Moctezuma and his interaction with the Spanish conquistador Hernan Cortes. Most textbooks teach the idea that Moctezuma assumed that Cortes was a fabled god, allowed him into the Aztec capital, where Cortes took control of the Aztec empire. Many of my students are of Aztec heritage and take offense to this white-washed version of history. I selected and adapted this lesson to reach these cultural needs.
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4.2: Establishing and articulating goals for student learning
Applying: Establishes and shares learning goals for skill development with students in single lessons and sequence of lessons. 9/26/17
Applying: Establishes and shares learning goals for skill development with students in single lessons and sequence of lessons. 9/26/17
Creating goals is a big part of my classroom experience. Not only to we work to create goals long term goals by using Way of Council and individual goal-planning session, I also set goals for projects. The attached document is the instruction sheet for our Quarter 3 Performance Task. Students were required to create a 5 page expose magazine about medieval European cities. This was an extensive project, asking students to write, analyze and image, and dispute a document. The project was intended to take 5 days. I set daily goals and reminders for each day to help students manage their time and remain on task.
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4.3: Developing and sequencing long-term and short-term instructional plans to support student learning.
Exploring: Begins to plan curriculum units that include a series of connected lessons and are linked to long-term planning to support student learning. 9/26/17
Exploring: Begins to plan curriculum units that include a series of connected lessons and are linked to long-term planning to support student learning. 9/26/17
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All my units are organized within themselves to build, balance, and review information. Students never see information only once, but rather will play a game or participate in a Kagan structure in the next few days to solidify information. The entire unit is organized in a logical way that promotes connections. Though many of my units intertwines (Such as Islam and Africa, and Islam and the Crusades) I am still working to link to a larger picture. I am also working to build skills such had finding evidence, image analysis, and creating an opinion.
Attached are my unit plans for my Africa unit (created by me) and the current curriculum map (Roadmap to Rigor) provided by my district. ![]()
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4.4: Planning instruction that incorporates appropriate strategies to meet the learning needs of all students.
Exploring: Selects strategies for single lessons or sequence of lessons that respond to students’ diverse learning needs.
Seeks to learn about students’ diverse learning and language needs beyond basic data. 9/26/17
Exploring: Selects strategies for single lessons or sequence of lessons that respond to students’ diverse learning needs.
Seeks to learn about students’ diverse learning and language needs beyond basic data. 9/26/17
I know that my students all learn in different ways, which is why I incorporate a variety of activities into my curriculum. For example, some of my students need competition and movement to succeed, which is why I created scavenger hunts. Finally, I attached a copy of a scavenger hunt students completed regarding Florence and the Renaissance. Each of my units included an artistic element to teach my students who learn visually.
Students are also provided with many structured opportunities to practice oral language in the classroom setting. I use a variety of language frames and Kagan structures that allow for students to discuss and collaborate orally. Attached are the oral language sentence frames we use during classroom debates and discussions. We use these especially when participating in critical thinking or CLOSE reading exercises. See the above Moctezuma and Cortes CLOSE read for debate examples. I have also attached a recent Fan and Pick activity that students participated in to review advances in painting during the Renaissance. Students not only read the question to their partner, but have to orally answer the question. ![]()
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4.5: Adapting instructional plans and curricular materials to meet the assessed learning needs of all students.
Applying: Makes adjustments and adaptations to differentiate instructional plans. Uses culturally responsive pedagogy and additional materials to support students’ diverse learning needs. 9/26/2017
Applying: Makes adjustments and adaptations to differentiate instructional plans. Uses culturally responsive pedagogy and additional materials to support students’ diverse learning needs. 9/26/2017
I use the TCI History Alive the Medieval World and Beyond curriculum. This online text comes with a workbook and online activities. I use these activities and as a jumping off point, but reform the questions and format to work with my students and teaching style. I am also working to incorporate primary sources into the curriculum using artifacts in museums and the SHEG activities online.
I will reference Africa my day to day plans above. I pulled some of the information from our TCI interactive student notebooks (attached), but incorporated a variety of structures, technologies, and readings to enhance the unit and make it more engaging. I attached the TCI lesson plans for my African unit, my personally created day-to-day plans, and an adapted SHEG lesson on Mansa Musa. |
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ch.11_west_african_society_key.pdf | |
File Size: | 985 kb |
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ch.12_ghana_notebook_key_.pdf | |
File Size: | 569 kb |
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ch.13_notebook_key_.pdf | |
File Size: | 554 kb |
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ch.14_student_notebook.pdf | |
File Size: | 152 kb |
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africa_unit_day_to_day.pdf | |
File Size: | 226 kb |
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Technology Emphasis
4.4: Planning instruction that incorporates appropriate strategies to meet the learning needs of all students.
Emerging: Plans instruction that incorporates strategies suggested by curriculum guidelines.
Evidence: I am still working to incorporate technology into my lessons beyond what is suggested by the administration at my school and the ISTE standards. As it stands, I use technology in day to day lessons, but I am not clearly teaching technology in my classroom. I use technology as a vehicle for some curriculum, but need to grow when it comes to explicitly teaching students how to use technologies, or even teaching them to teach themselves.
I am also working to give students more choice and grow beyond the substitution phase in the SAMR model. In my room I want students to be able to use technology to transform the educational experience, rather than substitute for non-tech based curriculum.
As of now, I use some technologies such as Google Read and Write, Translate, Rewordify, and Vocaroo to help students access the curriculum as I have variety of reading and language levels in my classroom. I use these technologies as day-to-day tools, but am working to incorporate long-term technology goals into my classroom. Adding choice, levels, and scaffolding materials will help in these goals.
ISTE Standard: Engage in professional growth and leadership
Teachers continuously improve their professional practice, model lifelong learning, and exhibit leadership in their school and professional community by promoting and demonstrating the effective use of digital tools and resources.
I have been working closely with the technology coordinator at my school to develop a list of resources that I and other teachers can use. Many times when using technology, it is hard to know what is out there and available to teachers. Creating a resource list will help. I am also working with the tech coordinator to create new curriculum, and have invited him to plan lessons alongside me so I can learn how to incorporate tech into daily and long-term learning goals.
Emerging: Plans instruction that incorporates strategies suggested by curriculum guidelines.
Evidence: I am still working to incorporate technology into my lessons beyond what is suggested by the administration at my school and the ISTE standards. As it stands, I use technology in day to day lessons, but I am not clearly teaching technology in my classroom. I use technology as a vehicle for some curriculum, but need to grow when it comes to explicitly teaching students how to use technologies, or even teaching them to teach themselves.
I am also working to give students more choice and grow beyond the substitution phase in the SAMR model. In my room I want students to be able to use technology to transform the educational experience, rather than substitute for non-tech based curriculum.
As of now, I use some technologies such as Google Read and Write, Translate, Rewordify, and Vocaroo to help students access the curriculum as I have variety of reading and language levels in my classroom. I use these technologies as day-to-day tools, but am working to incorporate long-term technology goals into my classroom. Adding choice, levels, and scaffolding materials will help in these goals.
ISTE Standard: Engage in professional growth and leadership
Teachers continuously improve their professional practice, model lifelong learning, and exhibit leadership in their school and professional community by promoting and demonstrating the effective use of digital tools and resources.
I have been working closely with the technology coordinator at my school to develop a list of resources that I and other teachers can use. Many times when using technology, it is hard to know what is out there and available to teachers. Creating a resource list will help. I am also working with the tech coordinator to create new curriculum, and have invited him to plan lessons alongside me so I can learn how to incorporate tech into daily and long-term learning goals.
NBPTS and Tlms Incorporation
CSTP 4.3: Developing and sequencing long-term and short-term instructional plans to support student learning.
Proposition 2.5: Teachers Appreciate How Knowledge in Their Subjects is Created, Organized, and Linked to Other Disciplines TLMS Domain 5b: Collaborates with colleagues in the design, implementation, scoring, and interpretation of student data to improve educational practice and student learning. Evidence: At my school we recently finished out first cross- curricular global education project. This was a big effort on all teachers, especially the science teacher who's role was the largest, but I took lead on creating and implementing each assessment. Student worked under the broad theme of global disasters. Each student was a part of a 3 member team, which responsibilities tied to ELA, social studies, science, and math. In my social studies class, we used the Bubonic Plague as a case study to compare how humans react to global disasters in the past and how we have changed now. I include literacy education in my classroom. For example, we are learning about the Reformation. I am conducting research on the Protestant Reformation and teaching students the historical literacy tools they need. |
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My short term and long term goals are not only aligned with state standards for history, but also Common Core ELA standards. I have included both my long term plans, but also literacy goals for individual students.
While building my Teacher Leadership, I created the above resources as a model and guide for creating and assessing curriculum. The Mastery List was shared with my grade level team to use year round to assessment implement instruction. intervention for student success. |