Embedded Files
Promoting Higher-order Thinking. The intern uses strategies to build higher order thinking skills, including creativity, and critical thinking, collaboration and communication in learners. (#8LP2, #5LP2, #4LP2)
Using Instructional Time Well. The intern effectively plans for the use of time in a lesson. (#7LP1, #3LP2)
Planning Learning Activities. The intern plans effective learning experiences to help students meet the intended learning objectives. (#7LP1)
As many ideas as I have regarding what I could teach, it is important to prioritize the materials that will be the most helpful and effective to develop the necessary skills. The three artifacts in this section are mostly lesson plans so you can see the materials I utilize, how those skills will contribute to the goals of the assignment and unit, and of course, how I plan my lessons.
This first artifact is a lesson plan from my Rhetoric Unit. The semester was heavily focused on impromptu writing, literary and rhetorical devices, and how to effectively craft an argument. Leading to this assignment my students analyzed historical documents and Supreme Court cases to analyze how arguments are written to affect change. For this assignment, my students were assigned at random to different Supreme Court cases that focused on the First Amendment and Student Rights. Each group received a summary of a case and had to write down the evidence for the case as they read through it. Once each group member was finished with the summary, the group had to then reach a verdict on whether the First Amendment was violated in their case. Students were required to cite evidence to defend their vote. Following a similar pattern as the actual Supreme Court, there were odd numbers in the group in case of a tie. Students who were in the majority had to write a majority opinion, while students who were in the minority had to write a dissent opinion utilizing the argumentative writing structure.
Supreme Court Cases
Safford School District v. Redding (Strip searching minors in school)
Vernonia School District v. Acton (School administered drug testing)
Ingraham v. Wright (Corporal Punishment)
Sante Fe Independent Schools v. Jane Doe (School prayer)
Bethel School District v. Fraser (School speeches)
Gratz v. Bollinger (Affirmative Action)
This artifact is another lesson plan from the Rhetoric Unit that focuses on music and social change. After visiting the Rock N Roll Hall of Fame with the Minority Student Achievement Network (MSAN) and attending a presentation on protest music, I developed a lesson that allowed students to analyze a song from a portfolio I created for them over the course of two days and then write an impromptu based on that song. My students listen to music probably more than they sleep, so to bring music into the classroom was important in this unit because we wanted to focus on structure, literary/rhetorical devices, and how they create social change. Because it was early into the semester, it was important that I allow my students classroom time to analyze the songs because the literary/rhetorical devices were still new to them and I was there to provide guidance if needed. The impromptu was their third into the semester (and certainly not the last), and I allowed them to use their annotations during their impromptu.
This final artifact is from my Memoir Unit in our literature semester. Before my students finished reading the novel Black Boy, students were required to participate in a fishbowl activity so they can demonstrate their knowledge on Black Boy and connecting it to a text outside of the classroom. To effectively build on their synthesis skills, citing evidence, and practicing their speech abilities, students had to analyze a secondary text from a different medium than our source novel. The mediums included TED Talks, Spoken Words, VICE News, Articles, Podcasts, Documentary Shorts/Films, and music. Before students selected their texts, I modeled my expectations for the preparation portion of the assignment. Students had an entire class period to analyze, synthesize, and reflect on the text and how it influenced their understanding of Black Boy. The skills used in the preparation of the assignment was then utilized in the discussion portion of the project the following day.
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