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**Standard 7** ** Teachers are able to plan different kinds of lessons. **  The teacher organizes and plans systematic instruction based upon knowledge of subject matter, pupils, the community, and curriculum goals.

Evidence 1: Project Based Learning Unit Plan



Rationale 1: This unit was created for my 8th grade language arts class. Parts of the unit were taught and some we did not get to. The unit is named “Make a Difference” and students participate in a variety activities including reading literature, viewing videos, responding to prompts, and more. They learn about different people who overcame struggles and get a sense that people, including themselves, can really make a difference in their own lives and the lives of others. During the unit, students participate in large and small group discussions and activities, work individually and with peers to proofread and assess work, and ultimately create a video or multi-media presentation. Students also learn about figurative language and create their own examples.

KSD


 * 7.K.2: The teacher knows how to take contextual considerations (instructional materials, individual student interests, needs, and aptitudes, and community resources) into account in planning instruction that creates an effective bridge between curriculum goals and students’ experiences.**

Throughout the unit students read, listen, and respond to literature about Helen Keller and other influential people. Before starting the unit, we have a discussion about struggles and challenges in our lives and the lives of others. This helps students make a deeper connection to the people they will be learning about. We also talk about their prior knowledge of some of the individuals we will be studying. Students are often fascinated by the fact that even though Helen was blind and deaf, she overcame many obstacles and accomplished great feats. They usually want to know more about Helen so we find other learning materials, like videos, to foster discussion.


 * 7.S.3: The teacher creates lessons and activities that operate at multiple levels to meet the developmental and individual needs of diverse learners and help each progress.**

Another part of this unit is a lesson on figurative language. This lesson is actually intended to be flipped, so students would watch tutorials and complete interactive activities on the computer on their own and come to class the next day to work on the assignment. Students are provided with a variety of links and tutorials that vary in level. Most go over a few terms at a time so students aren’t overwhelmed. The interactives allow students to practice and build confidence before actually being assessed. The assignment is also leveled; students can choose to create their own examples of figurative language or can identify examples they fine. For the final project (the multi-media presentation or video) students use a rubric and can decide what grade they will work towards.


 * 7.D.2: The teacher believes that plans must always be open to adjustment and revisions based on student needs and changing circumstances.**

This unit includes several different types of activities and projects and so there is not a set amount of time it might take. In planning the unit, I tried to predict an appropriate number of days for each lesson and project but know that flexibility is key. No two groups of students are the same. We might decide to discuss a particular topic more in-depth or spend less time on a certain activity. Also, with the video project, students will be using technology and we all know that technical difficulties can arise. These issues usually can’t be planned for and just need to be worked through. As I have learned what takes one class a couple of days to do, might take another a couple weeks. The important things is that students are learning and making progress which will be determined by informal (observations, notes, etc.) and formal techniques.

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