Rebecca J White
Introduction
Planning is essential to the creation of effective and engaging learning experiences for students. Using the standards to delineate target skills and knowledge, assessment criteria is established and the daily lessons and activities which scaffold learning objectives are designed. Early in planning, thoughtful instruction that appeals to the needs of diverse learners should be integrated into teaching frameworks. Individuality of students’ interests, experiences, and heritage are entwined with content and activities, to cultivate motivation and engagement. Also in this stage, reflection on the strengths and weaknesses of previous lessons and consideration of student assessment data provide direction. Collaboration and discussion with other educators leads to discovery of valuable resources and insight. Careful investigation into current research-driven pedagogical approaches, as well as developments within content, further work to clinch the outcomes. Finally, thorough preparation involves securing and testing tools and materials, rehearsing instructional delivery, and making adjustments to ensure that content is accessible to every student.
Planning is essential to the creation of effective and engaging learning experiences for students. Using the standards to delineate target skills and knowledge, assessment criteria is established and the daily lessons and activities which scaffold learning objectives are designed. Early in planning, thoughtful instruction that appeals to the needs of diverse learners should be integrated into teaching frameworks. Individuality of students’ interests, experiences, and heritage are entwined with content and activities, to cultivate motivation and engagement. Also in this stage, reflection on the strengths and weaknesses of previous lessons and consideration of student assessment data provide direction. Collaboration and discussion with other educators leads to discovery of valuable resources and insight. Careful investigation into current research-driven pedagogical approaches, as well as developments within content, further work to clinch the outcomes. Finally, thorough preparation involves securing and testing tools and materials, rehearsing instructional delivery, and making adjustments to ensure that content is accessible to every student.
Narrative Reflection
Recently, I designed and implemented an English lesson for eleventh graders about the ways an author uses literary and dramatic devices to convey meaning. The students were just wrapping up a dramatic unit on Tennessee William’s The Glass Menagerie and I was hoping to build an authentic assessment for students to deepen and demonstrate their culminating understanding of the content and skills we’ve been practicing. |
1a Demonstrating Knowledge of Content and Pedagogy
Earlier lessons included presentations about William’s personal life and the social issues which were prevalent in America when he wrote the play. Throughout the reading, students participated in writing and discussion activities in which they practiced identifying the themes, ideas, and symbols which the playwright injected through dialogue, set design, and other dramatic devices. Students found parallels between elements of the play and events in William’s life. These learning experiences addressed cross-disciplinary content in history and sociology which are evidence of criteria for the first component of Danielson’s Planning and Preparation.
Daily lessons during the unit and in the final project included writing activities. These writing samples were collected, assessed, and returned with feedback regularly so that students could monitor their own achievement. Daily writing for students with regular evaluations and thoughtful teacher responses are integral strategies to developing student literacy.
Earlier lessons included presentations about William’s personal life and the social issues which were prevalent in America when he wrote the play. Throughout the reading, students participated in writing and discussion activities in which they practiced identifying the themes, ideas, and symbols which the playwright injected through dialogue, set design, and other dramatic devices. Students found parallels between elements of the play and events in William’s life. These learning experiences addressed cross-disciplinary content in history and sociology which are evidence of criteria for the first component of Danielson’s Planning and Preparation.
Daily lessons during the unit and in the final project included writing activities. These writing samples were collected, assessed, and returned with feedback regularly so that students could monitor their own achievement. Daily writing for students with regular evaluations and thoughtful teacher responses are integral strategies to developing student literacy.
1b Demonstrating Knowledge of Students
Students were assigned to predetermined small groups for the final activity. Great consideration was used when outlining the groups to ensure, as much as possible, that each group was diverse in ability and interest. An additional aim was to create teams of students who would work well together to plan, organize, and accomplish the project. In addition to peer-to-peer learning within groups, teachers circulated constantly to assess progress and answer questions.
There are currently three teachers working with this inclusive English 11 class every day: myself, a permanently assigned special education co-teacher, and the cooperating teacher. Working in small groups during this project helped to boost the teacher-to-student ratio even further, providing students who need more guidance greater opportunity to succeed. Some of the issues that challenge students in this class are organization and time management. In order to scaffold the support that these students needed, every student was presented with a paper outline of the final project components and the same outline was printed on the chalkboard for the duration of the project (4 class days). All three of the teachers worked closely with groups to help them stay on task to accomplish the goals of each class period. Accommodations, such as time extensions and personal breaks were granted, as needed and without consequence.
The final project was designed with the multiple intelligences and interests of various student in mind. Specifically, students with verbal, visual-spatial, musical, intrapersonal, and interpersonal strengths had a forum to exercise their special capabilities.
1c Setting Instructional Outcomes
The assessment was derived from the standard, then the lesson was created to scaffold the skills needed for success during the assessment. Specifically, the cooperating teacher gave me guidance as to which reading standards should be addressed during this unit on American literature. Considering the eleventh grade reading standards for literature, I realized that I could create one assessment for the whole class which would address the following Virginia standard and components:
Students were assigned to predetermined small groups for the final activity. Great consideration was used when outlining the groups to ensure, as much as possible, that each group was diverse in ability and interest. An additional aim was to create teams of students who would work well together to plan, organize, and accomplish the project. In addition to peer-to-peer learning within groups, teachers circulated constantly to assess progress and answer questions.
There are currently three teachers working with this inclusive English 11 class every day: myself, a permanently assigned special education co-teacher, and the cooperating teacher. Working in small groups during this project helped to boost the teacher-to-student ratio even further, providing students who need more guidance greater opportunity to succeed. Some of the issues that challenge students in this class are organization and time management. In order to scaffold the support that these students needed, every student was presented with a paper outline of the final project components and the same outline was printed on the chalkboard for the duration of the project (4 class days). All three of the teachers worked closely with groups to help them stay on task to accomplish the goals of each class period. Accommodations, such as time extensions and personal breaks were granted, as needed and without consequence.
The final project was designed with the multiple intelligences and interests of various student in mind. Specifically, students with verbal, visual-spatial, musical, intrapersonal, and interpersonal strengths had a forum to exercise their special capabilities.
1c Setting Instructional Outcomes
The assessment was derived from the standard, then the lesson was created to scaffold the skills needed for success during the assessment. Specifically, the cooperating teacher gave me guidance as to which reading standards should be addressed during this unit on American literature. Considering the eleventh grade reading standards for literature, I realized that I could create one assessment for the whole class which would address the following Virginia standard and components:
11. 4 - The student will read, comprehend, and analyze relationships among American literature, history, and culture.
e. Analyze how context and language structures convey an author’s intent and viewpoint. g. Explain how imagery and figures of speech appeal to the reader’s senses and experience. i. Read and analyze a variety of American dramatic selections. j. Analyze the use of literary elements and dramatic conventions including verbal, situational and dramatic irony used in American literature. |
In order to address the interests and abilities of our diverse learners, I worked to transform a draft of assessment to include multi-modal elements. This resulted in an assessment which consisted of written, visual, and musical options that students can choose in order to evaluate the same criteria. The assessment is accomplished in small groups, to scaffold aspects which are challenging for some learners and to provide a platform to develop strengths for some learners.
Part of the instructions for the assessment included a presentation of a sample project which I’d completed. Seeing parts of this finished project answered many of the questions which students had had about the instructions and provided a clear goal for visual learners.
1d Demonstrating Knowledge of Resources
Throughout the planning process, I worked with the cooperating teacher and special education teacher to gain insight into best practices. After I’d composed a draft of the lesson, I gave each of them a copy and asked for a critique. The cooperating teacher expressed that she wanted the project to a map of William’s stage for The Glass Menagerie, as students interpreted it from their reading, so I incorporated this component. She also recommended that I draw up a rubric for group work, to help the students stay on task and to guide our expectations. The special Education teacher suggested that I create a finished sample to show student what a final product might look like, and I followed her advice. |
1e Designing Coherent Instruction
Many of the skills needed for successful accomplishment of the project have been scaffolded and practiced throughout the American literature unit on drama, such identifying and explaining the meaning of figures of speech in literature and analyzing how authors use language and irony to convey their viewpoint. The warm-up for the lesson was a short writing activity that helped students to recall prior knowledge and make connections to the upcoming learning. In addition, this lesson was scaffolded by my presentation of a sample finished project and by the small group accomplishment.
All of the materials which students will need to finish the project will be provided for them in the classroom.
The focus of this project is to assess student understanding of the content and their ability to perform the skills of the standards outlined above. At the beginning of the lesson, students were presented with the essential questions for the lesson, which provide overarching direction and clarity about the purpose of the learning experience: How does the playwright use dramatic and literary devices to convey meaning? What are contemporary American symbols, motifs, and themes? What do they mean? How can I best collaborate with peers to accomplish a common goal?
Many of the skills needed for successful accomplishment of the project have been scaffolded and practiced throughout the American literature unit on drama, such identifying and explaining the meaning of figures of speech in literature and analyzing how authors use language and irony to convey their viewpoint. The warm-up for the lesson was a short writing activity that helped students to recall prior knowledge and make connections to the upcoming learning. In addition, this lesson was scaffolded by my presentation of a sample finished project and by the small group accomplishment.
All of the materials which students will need to finish the project will be provided for them in the classroom.
The focus of this project is to assess student understanding of the content and their ability to perform the skills of the standards outlined above. At the beginning of the lesson, students were presented with the essential questions for the lesson, which provide overarching direction and clarity about the purpose of the learning experience: How does the playwright use dramatic and literary devices to convey meaning? What are contemporary American symbols, motifs, and themes? What do they mean? How can I best collaborate with peers to accomplish a common goal?
1f Designing Student Assessments
The writing warm-up asked students to recall prior learning which was relevant to the daily lesson, in congruence with the instructional goals for the day. Students were informally assessed on their understanding of this content as I walked around the classroom during the writing and looked at papers. Students were formally assessed on the content and mechanics of the writing warm-up, which was collected at the end of the week, graded, and returned on the following Monday.
Formal assessment of the final projects was conducted with rubric:
20 pts – 4 parts of project (5 pts - stage map, 5 pts - visual depiction of imagery,
5 pts – list of screen direction and cues, 5 pts - short essay)
20 pts – demonstrates understanding of dramatic and literary devices, symbols, themes and meanings.
10 pts - writing conventions and workmanship
Additionally, students were informally and formally assessed on their collaborative skills using teacher observation and student feedback from “Peer Evaluation of Group Collaboration Handout” for a maximum score of 50. The criteria for this assessment of collaborative skills is aligned with a set of Virginia standards outlined in the American literature unit goals.
The writing warm-up asked students to recall prior learning which was relevant to the daily lesson, in congruence with the instructional goals for the day. Students were informally assessed on their understanding of this content as I walked around the classroom during the writing and looked at papers. Students were formally assessed on the content and mechanics of the writing warm-up, which was collected at the end of the week, graded, and returned on the following Monday.
Formal assessment of the final projects was conducted with rubric:
20 pts – 4 parts of project (5 pts - stage map, 5 pts - visual depiction of imagery,
5 pts – list of screen direction and cues, 5 pts - short essay)
20 pts – demonstrates understanding of dramatic and literary devices, symbols, themes and meanings.
10 pts - writing conventions and workmanship
Additionally, students were informally and formally assessed on their collaborative skills using teacher observation and student feedback from “Peer Evaluation of Group Collaboration Handout” for a maximum score of 50. The criteria for this assessment of collaborative skills is aligned with a set of Virginia standards outlined in the American literature unit goals.