Week 10 assignment 2

Here is my teaching philosophy 

week 4 assignment 2

http://www.screencast.com/t/Dm2AOdBeDQok

week 4 assignment 2

Stage 2: Assessment Evidence

Performance Task(s): (T) Given a choice of texts that was read in class, in pairs, students will choose one text and create a report that demonstrates their understanding of characters and events in the story. They will also include the author's point of view and purpose of the text. Students will use evidence from the text to support their ideas. The performances of understanding will be judged by having each group present their report to the class. During each presentation, the class will fill in a flow chart that includes the following criteria. How each character or main idea/event is introduced in the text, the author's point of view, and the author's purpose. This will determine the presenter's ability to analyze texts and present it and the students understanding of what was presented.

Other Evidence: (OT) Quiz - with quotes from a given text that was read in class, students will explain the statement in their own words and identify the connection to the main idea of the text. After a group discussion of the author's purpose of the text students will determine in groups of 4-5 what evidence in the text supports the author's purpose Students will explain their explanation of the meaning of words to a partner. This will assess whether or not the student understood the quote.

week 4 assignment 1

When planning lessons the first step is to determine goals for learning outcomes. This is based on the curriculum standards that you follow. However, once the learning goal is determined the desired results for long-term learning must be identified. This is done by determining how the lesson will be applicable in the student's life. To assure that transfer of the knowledge will occur I come up with essential questions that ensure that the students are really internalizing the lesson and will be able to use the knowledge in different situations. There must be a deep understanding of content and practical application of skills that connect the learning goal with desired long-term results. It is clear that learning goes beyond that which is in the classroom. When planning lessons, the main focus should be that the skill and knowledge gained can and will easily be transferable to future life circumstances (college, career...). One must choose learning goals that will help studnents advance towards higher level thinking and allow for application of knowledge/skill.

week 3 assignment 2

Established Goals

Writing

W.6.2 – Write informative and explanatory texts to examine a topic and convey ideas, concepts, and information through the selection, organization and analysis of relevant content.

·  Students will understand that...

       Careful analysis and selection of content results in well organized and clear written texts.

When choosing a topic to write about it must be a topic that can be researched and well developed in writing. 

      Essential questions: 

·      ·         What subtopics can you break your main topic into?

·         What are some supporting details for you subtopics?

·         How do the ideas, concepts, and information conveyed in the text demonstrate understanding of the topic examined?

·         How can you organize your information a clear way so the reader will understand the content in the best possible way?

       Students will know...

·      ·         The difference of informative and explanatory text

·         How to create an outline that provides a clear and organized overview of the text they will write.

·         The appropriate sequential order in which to write their ideas, information and concepts.

       Students will be able to...

·     ·         Write informative and explanatory texts that convey ideas and concepts using relevant information that is carefully selected and organized

·         Introduce the topic of their text

week 3 assignment 1

Established Goals

Reading Comprehension

RI.6.3 – Analyze in detail how a key individual, event, or idea is introduced, illustrated, and elaborated in a text.

RI.6.4 – determine the meaning of words and phrases as they are used in a text.

RI.6.6 – Determine an author’s point of view or purpose in a text and explain how it is conveyed in the text.

·  Students will understand that...

       Every detail in a text is an integral part of the piece of literature.

·         After reading a text you can pull out details regarding different topics introduced in the text

·         By reading a full text, it is easier to determine the meaning of harder words and phrases

·         The author’s point of view can be directly or indirectly conveyed in a written text

      Essential questions: 

·         What is the main idea of the text? Which individuals, events, or ideas introduced to support the main idea? How does the author elaborate/illustrate these individuals/events/ideas?

·         What is the meaning of new, topic related words? How can you use these words or phrases in a different sentence?

·         What is the author’s purpose for writing the text? What are details that support your answer? How does the author convey his point of view in the text?

       Students will know...

·         What a theme and main idea in a text are.

·         Strategies to determine the meaning of new words and phrases.

·         Different types of point of views of an author related to different topics

·         How to identify supporting evidence of the author’ purpose

       Students will be able to...

·         Analyze key individuals, events, and ideas and explain how they are introduced in a text

·         Determine the meaning of words and phrases

·         Determine the author’s point of view or purpose in a text

·         Explain how the author conveys ins point of view or purpose

week 2 assignment 3

The presentations by Grant Wiggins on Understanding by Design left many impressions on the way I will plan and prepare my lessons in the future. Backward design is a method used to plan for instruction so that students can learn most effectively. There is a three-step process of the way we plan using backward design. The first step is to identify the goals and outcomes you want to see your students being able to do. In this step, the teacher uses the content of standards of curriculum and then decide what long-term goals do you have for the students with this knowledge or skill. In other words, what areas do you want to see a transfer of learning in? The next step is to determine the assessment tools necessary to determine that the goals were achieved by the students. This can be done through learning tasks which demonstrate the application of learning in new situations. Asking high – ordered thinking questions is a great way of assessing whether students understand the content and will be able to transfer it in the future. The final step is to plan for instruction. The teacher must implement components of the lesson that will give the students an understanding of the content and not just memorization of facts.

by using the backward design you will be prepared for every situation and question that will come up in a classroom. It’s about assuring that our students are thinking on a high level and deeply internalizing the information. It expands the interest of students no matter what level they are on academically. Using this process for planning my lessons will give me confidence that I am preparing my students in the best possible way for the long-term goal of education.