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Standard 6: The competent teacher has foundational knowledge of reading, writing, and oral communication within the content area and recognizes and addresses student reading, writing, and oral communication needs to facilitate the acquisition of content knowledge.
Lesson Plan: ELA 7th Grade
Artifact Description: This lesson plan was created for EDUC 312: Middle-Grade Literacy course at Trinity Christian College. This lesson was designed for 7th-grade ELA. At the beginning of the lesson, students were introduced to sensory detail as figurative language. During the lesson, students had to read a passage with a partner and highlight sensory details. By the end of the lesson, students had to write about their rain experiences using sensory details and share their experiences with the whole class.
IPTS Connection: Teaching this lesson shows I can "integrate reading, writing, and oral communication to engage students in content learning" (6Q). This lesson is proof of this by having students read the passage. Reading with a partner and out loud helps students to think about the topic while sharing ideas and builds their communication skills. Through authentic writing, students apply what they learned in writing using their voices and emotions, allowing them to become better readers. Allowing students to share with the whole class actively engages students' learning.
What I learned: This lesson made me realize the importance of integrating reading, writing, and oral communication into a lesson. Reading with a partner helps students focus their attention and engage students in comprehending the reading material more. In addition, writing exercises are essential to students' growth because it allows students to think critically. Sharing with others increases student retention because students are exposed to listening and understanding different diverse perspectives.
Among the Hidden Lesson Plan
Artifact Description: This lesson plan was created while I was student teaching at Aqsa School. It was designed for my 6th-grade class. The lesson began with their daily Jump-start, which was followed by listening to an audio version of the chapter, and a Sign-off question. The lesson ended with reviewing the vocabulary words connected with the chapter.
IPTS Connection: Teaching this lesson, shows I "understand appropriate and varied instructional approaches used before, during, and after reading, including those that develop word knowledge and experiences, vocabulary, comprehension, fluency, and strategy use in the content areas " (6A). At the beginning of the lesson, students worked on their Jump-Start questions as a Bell Ringer. The Bell Ringer served to help students recap and summarize the previous chapters. Students listening to the audio version of the chapter provides students a chance to engage in the text and gain exposure to more words, improving students' vocabulary, comprehension, and critical thinking skills. Playing a review game helps engage students and connect with the words mentioned in the chapter.
What I learned: This lesson made me aware of the importance of structuring a reading lesson. It is one strategy to be used to develop students reading fluency. Starting with a Bell Ringer that connects with the lesson helps students to retain information. Listening to audio helps students learn new words, build on prior knowledge, and think critically. An exit slip helps students to reflect on what they have learned. Playing games enhances students' ability to memorize the words while it helps students make their understanding of the word more accurate.
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