Day One
Objective 1 (Explaining & Understanding): Students will review the definitions of bias and point of view. Students will be taught how to determine bias and point of view (word choice).
Summary of Lesson 1: Class will begin with students listening to the song “In the Living Years” and be asked to underline words that make them feel something. I will use this as my hook into our unit. Students will be given a brief overview of the unit and then we will move into the demonstration portion of class. A Brainpop.com video will be shown that reviews point of view. As a diagnostic I will use the post test as a pre test and have the students track their scores before and after the video. Following the video and post- test I will have a brief Q & A that reviews that definition and understanding of bias. As a class we will read 2 different short stories and analyze bias and point of view in each of these. The teacher will indicate how certain words or word choice can indicate bias in order to model for the class. The first story will be more teacher led while the second the teacher will work with the students (scaffolding) until they are able to work through the text. As an independent activity students will be asked to complete a short worksheet that reviews bias and point of view based on the website www.martinlutherking.org.that will be posted on my P-board.
Assessment: I will informally monitor answers during the discussions that follow the short stories. I will also review the diagnostic tests to see if there are any major issues. The website worksheet will be collected and feedback will be given.
Day 2
Objective 2 (Interpretation and Application): Students will practice recognizing different parts of view...
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...ired work. Students will then be able to brainstorm in pairs and work on filling out their graphic organizers. Once the graphic organizer is complete the teacher will read through and allow student to move onto their rough draft if the students has shown comprehension of the task. Due at the end of class will be the graphic organizer for formal assessment. The completed memoir will be due at a later date for the authentic assessment.
Assessment: Teacher will informally assess students as they work on their graphic organizers. These will be collected at the end of class for a formal grade. However, at anytime the student may ask for teacher assistance when completing the graphic organizer. The authentic assessment of he completed memoir will be due at a later date and graded by a rubric that has been reviewed with the students at the beginning of Day 5.
Differentiated Instruction • Special Needs: Students will receive extra time to complete the task. They will do fewer descriptive details. • ADHD: When the story is read allow this student to sit near the educator. Redirection may be needed in order to keep the student on track with the rest of the students.
The activities within this unit begin as behaviorist in nature, but become more constructivist as they progress. For example, in Lesson Plan 1 the teacher begins by questioning the students about foods they have eaten at local restaurants. The students are directed to answer by naming a food and the food group to which it belongs. They are also asked to chose a h...
...2). Graphic organizers. Wakefield, MA: National Center on Accessing the General Curriculum. Retrieved Nov 2011 from http://aim.cast.org/learn/historyarchive/backgroundpapers/graphic_organizers
The two lesson plans evaluated for this assignment are SIOP Lesson Plan Kindergarten by Theresa Nichols Hoffman-Boston Elementary School, Arlington, VA with topic: Basic needs of living things Length of Lesson: Two 40-minute class periods and SIOP Lesson Plan Grades 9 – 12 – ESL/ELA by Marybelle Marrero-Colón Professional Development Specialist, Center for Applied Linguistics with topic: Introduction to Critical Lens Essay Length of Lesson: Two 45-minute class periods.
Objective: Students will recall conflict terms and prior knowledge of conflict and resolutions in various texts.
I learned, from the secret life of bees book about the importance of different perspectives. In English, we often use these in writings about an opinion or idea where you have to chose one side, and through different perspectives we have to explain and justify ourselves in essays. The perspective used in the secret life of bees was of a young girl experiencing abuse and witnessing racism going towards her loved ones. She learns not everyone feels the fairness towards all people that she feels, and not everyone is who you think they are. She thought of her mother as a brave woman who had a valuable reason for everything that
Ray Fisman writes a monthly column for Slate magazine. He is the Slate Family Professor in Behavioral Economics at Boston University. In his article “How to Build a Better Teacher”, which is published in the Slate magazine on the 25th of July 2012, Ray Fisman discusses different methods for improving American education. This article is written for the general audience. Its purpose is to analyze the opportunity of building a better teacher, rather than firing low-performing teachers and hiring new ones in a few school except some big cities in America.
Derman-Sparks, L., & Edwards, J. (2010). Anti-Bias Education for Young Children and Ourselves (pp. 20-25). Washington, DC: National Association for the Education of Young Children
After designing this assessment and explaining the relevance of it to the students, I told them that there were four particular items that I was assessing during this exercise. The rubric for the assignment has four key items that I am using to judge student performance, which were based on their roles. One, the role of the researcher. Did they keep the group on task, help the group understand the document, did they give background knowledge of said document, etc. Two, the role of the summarizer. Both students in the group had the summarization role. However, I was looking to see if the included all the main points of the Fireside chat document. Three, the role of the illustrator. Did they use detailed illustrations or significant elements of the document? Finally, I was looking for application of technology. Did the Word cloud or wordle demonstrates an effective understanding of the document. The use of the rubric will be communicated to the students by explaining that each
Assessment templates and documents – Most centers will have a certain format that has been agreed and put in place for Assessors to use. For example, when planning assessment, there will be standardised forms for you to use to record assessment planning as well as feedbacks.
As teachers we plan our lessons and think to ourselves, "my students are going to love this lesson and will be able to understand what I am teaching", but sometimes that isn 't the case. You may plan a lesson in hopes that your students understand but it doesn 't go as planned. Every student learns differently and thinks differently and because of this we, as teachers must learn to differentiate our lessons. This may require us to change the way we deliver our lesson, change the activities for our lessons or even change the wording of our material so students understand. In this paper, I will be differentiating a lesson plan based on student readiness, student interest and student learning profile for content, process, and product.
Teachers gather information everyday form student’s through classroom activities to get a picture of where a student’s progress and abilities are. There are many different ways to collect a child’s artifacts such as using a checklist, anecdotal notes, teacher reflections, video and audio recordings, and work samples. Each student has their own folder where all their notes, videos, recordings, and artifacts are kept. As stated in the text (Enz, 2014, p. 207, “They must systematically collect, store, organize, and analyze the samples in order to understand the children’s growth and to plan their next teaching” (Ackerman & Coley, 2012). I learned that an on-demand assessment is more like an annual physical checkup. On demand assessments happen at specific times during the course of the year. One day children will be asked to do something specific such as circle the numbers the teacher says out loud, or having to take a test with a pencil and paper. Some label on -demand assessments as tests. This is because children are asked to perform the same action at the same time and in the same manner during an on-demand assessment. “Standardized tests are administered, scored, and interpreted in the same way for all test takers” (Enz, 2014, p. 208). Some examples of an on-going assessment that could be used in a comprehensive approach to literacy
Anti bias curriculum goals are to help children to develop their identity and self-esteem, embrace and respect differences, become awareness of bias and stereotypes, and be able to speak up and respond appropriately to bias.
Lesson study refers to a Japanese program of developing teachers’ profession during their teaching experience. It is a translation from Japanese word Jugyokenkyo which literally means study or research (Fernandez & Yshida, 2012). Fernandez and Yushida (2012) define it as “lessons that are object of ones’ study”. It means that through lesson study, the teachers explore their teaching-based research goals through the several steps which they have defined them earlier. These steps include: collaborative planning, observation, discussion, revising, re-teaching, and sharing reflection. Also, Dudley (2014) defines lesson study as a procedure in which teams of teachers do planning, teaching, observing, and analyzing learning and teaching collaboratively.
In this essay, I will talk about the components of a lesson plan, the benefits of planning with clear and appropriate goals, selecting age-appropriate goals and objectives that align with state academic content standards, and selecting goals and objectives that are differentiated for varying abilities and learning styles and for multiple intelligences.