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Artifact E:
Content Knowledge (Standard Based Instruction)
Haley Howerin
Regent University
write down the fiction features they can use to aid them comparing the book to the second
topic book.
Evaluate: To evaluate, as a class we will read a final Cinderella book. The students will
work on their own while filling out the chart and answer the compare and contrast
questions based on the two final books. This will be used as a formal assessment on their
knowledge of comparing and contrasting the features of different texts.
Homework: Self-selected book-reading 20 minutes each night.
Formal assessment listed above.
Reflection: Went well, have more activities planned for those students who need
enrichment.
Make time to pull those aside that need assistance.
Plan for more time if week is as busy.
Rationale
I selected a lesson plan based on standards set up by the state and city as my
artifact to cover the standard set out by Regent University. The lesson was developed to
address SOL 3.5.15 that states, Compare and contrast settings, characters, and event
(VDOE). This artifact was chosen because it was developed to specifically address the
SOL and build the students ability to compare and contrast setting, characters, and events
between stories. Each activity within the lesson was aimed to help the students learn and
challenge them to use their knowledge that would show their growth. The formative and
summative assessments were the main tools to gauge the students progress, which also
directly reflected the Standards of Learning chosen.
Regent University offers a class that teaches how to build curriculum, which
helped when creating this lesson plan. The goal in the course was to use Backward
Design to create a unit based on an SOL. Wiggins and McTighe stated, we are
obligated to consider the assessment evidence implied by the outcomes sought, rather
than thinking about assessment primarily as a means for generating grades (p. 148). The
artifact was created with assessment in mind, but not simply to achieve grades. The hope
and desire was for the students to see how to compare and contrast by model of the
teacher and successfully compare and contrast in their own. In response to the learning,
the students should be able to be assessed and clearly show their understanding of the
content.
Standard based learning should be based off of the Standards of Learning created
by the Virginia Department of Education and focused on the needs of the child. It should
be planned with assessment in mind, but not to achieve grades to simply put in the grade
book. A successful lesson plan, based off the Standards, should teach the children
directly in regards to the Standards.
Reflection
I chose this artifact because I designed a lesson to specifically address the
Standard of Learning and teach the students from what the objective states. Standard
based instruction is instruction based off of the Standards built by the State and Virginia
Department of Education. It is to directly teach and assess the students based off of an
objective. The lesson I created was to teach the students how to compare and contrast
texts, by using a teacher model and by gradually releasing the students to work on their
own. I included enrichment and remediation for those students who needed either, which
was to address the needs of students who excelled in the subject and those who needed
extra instruction.
I believe that my lesson plan directly reflected instruction based on the Standards
of Virginia, and reflects my understanding of the Standard in the Regent University
Handbook. I reflected on my understanding of creating lessons from the course while at
Regent University, and put my understanding of the objectives of learning for students
into creating a lesson plan that was directly based off of the standards.