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Learning Objectives & Content Standard Alignment - Selects, creates, and sequences learning
experiences and performance tasks that support learners in reaching rigorous curriculum goals
based on content standards.
Learning Objective(s) Instructional Decisions / Reasoning
I can apply a new strategy for writing a narrative. This lesson is appropriate because
students are learning many strategies
I can reflect on my own life and use memory moments to and techniques to add into their
support my narrative writing. writing pieces. During conferences,
many students said they struggle with
I can provide sensory details and descriptions to share details and coming up with topics. With
experiences and events. this lesson, each student is expected to
reflect on their lives to support this
strategy development. This allows the
content to be relatable and engaging.
Students are also starting to learn the
importance of adding specific details to
their writing to get them ready for
point of view lessons and practice.
Specifically, sensory details.
Instructional Materials and Resources - Stays current in content knowledge and expands expertise in
reviewing instructional materials from the perspectives of both the discipline and individual learner
needs.
Materials, Resources, and / or Technology Instructional Decisions / Reasoning
Instructional Methods: Selects, creates, and sequences learning experiences and performance tasks
by using a variety of instructional approaches, strategies, and technologies that make learning
accessible to all learners and support learners in reaching rigorous curriculum goals.
Teaching and Learning Sequence Instructional Decisions / Reasoning
5 minutes Discuss learning targets/teaching point Each day we begin the lesson with a
check-in/brainstorm/discussion about
Review previous lesson/connection to vocabulary and expectations for the
today day to prepare students for the
independent/partner/group work
Reference anchor chart following the mini-lesson.
10 minutes Mini-lesson/using memory moments in The mini-lesson provides students
Writing with an opportunity to learn and then
practice new skills and techniques to
Demonstrate/model filling out chart improve their own narrative writing.
and reflecting on my life. Demonstrating and modeling helps
students understand the expectations
Discussion about chart and memory and puts it into context for them. It
moments. supports autonomy for student
learning.
10 minutes Students create a chart Check-in and sharing are expected to
support each other in understanding
After 5 minutes, share out ideas the content and providing perspective
about the topic.
Remaining Students choose a memory moment Goals are written to help students
time from chart and use as writing prompt focus on two specific details of their
writing they would like to improve.
Conference with students during This helps students stay organized and
independent writing time. meeting the standards.
I can apply a new strategy, such as creating a chart, for writing a narrative.
Meets: 9
Partially Meets: 0
Does Not Meet: 2
I can reflect on my own life and use memory moments to support my narrative writing.
Meets: 4
Partially Meets: 7
Does Not Meet: 0
I can provide sensory details and descriptions to share experiences and events.
Meets: 0
Partially Meets: 6
Does Not Meet: 5
Most students are still struggling with memory moments in their writing and providing sensory
details. These two targets go hand in hand. Students who have only partially met the second target
did not focus on one specific memory moment, rather, they shared an experience they had many
times (such as going to a particular beach). Therefore, these students also only partially met the
third target. If students are writing about a broad idea that they have experienced many times, they
are not focusing on the specific memory of one specific time and in turn, they are not providing those
sensory details that would help the reader experience the event the way the narrator had. Those
students who did not meet the first target did not complete a chart.
Since many students are still having a lot of trouble with details and memory moments, I will need to
incorporate this review or some conversation during conference time. Some students arent even
writing narratives anymore. Instead, they are listing events in sequence without any details. These
students will be tagged during academic support time, and I will re-teach the concept, show more
examples, and have a conversation with the smaller group.
Most students are taking advantage of the topic generating strategies. I think a strong point in this
lesson is modeling to students how to fill out the chart by reflecting on my own life. This helps them
when filling in their charts on their own. However, students spend too much time with this process
and not enough time writing. I will need to make some changes. Perhaps students will be given a
specific amount of time to work on brainstorming and then are required to start writing after 10
minutes or so.
This standard means that the teacher understands that all students are at different levels of
development, whether that is physically, mentally, or cognitively. The teacher gains this knowledge
through assessments, observations, and getting to know students and uses this information to create
lessons that are appropriate to students levels, while also trying to challenge learners with effective
lessons and activities.
1(h) Respects learners differing strengths and needs and is committed to using this information to
further each learners development.
In this lesson, I used the students independent writing time to quickly conference with each of them.
This is something that I have just started doing for the TWS lessons only. I have found it to be very
helpful for both myself and the students. We often talk about topics such as, what their favorite
writing piece is, what they are proud of, what they may still be struggling with, what they want to
learn how to do, or just to check in with them about writing goals or the assignment at hand.
This standard means that the teacher can effectively provide instruction that helps all students reach
goals and targets. The teacher is knowledgeable about different instructional strategies and reflects
on how they affect student learning. The teacher can provide learning experiences that engage all
students and encourage learner growth.
8 (h) Uses a variety of instructional strategies to support and expand learners' communication
through speaking, listening, reading, writing, and other modes.
I use many instructional strategies in this lesson. For example, Read-aloud, brainstorming, sharing,
guided discussion, questioning, wait time, modeling, process demonstration, goal setting, visual
creations, varied roles, direct instruction, and groupings. Some of these instructional strategies even
give students the opportunity to communicate in many ways through writing, reading, speaking,
and listening. Implementing conferencing into the lesson is one instructional strategy where
students can practice communicating about their writing and become comfortable with reflecting on
their strengths and weaknesses.
Student Artifact #1 Memory Moment/Target 2: (Meets)
Student Artifact #2 Sensory details/Targets 2 & 3: (Does not meet, yet)