Olivia Lile
Secondary Education
English Language Arts/History
Planning and Preparation
1a Demonstrating Knowledge of Content and Pedagogy
1b Demonstrating Knowledge of Students
1c Setting Instructional Outcomes
1d Demonstrating Knowledge of Resources
1e Designing Coherent Instruction
1f Designing Student Assessments
Artifact One
1c Setting Instructional Outcomes
Every morning I display the objectives for the lesson for the students to reference. In order to give the students perspective of how a lesson fits into their education, I align the assignment with common core standards. I then would give directions to the students, outlining the day's lesson and procedures.
Second semester I began puting the learning objective into online documents. By doing so, I was able to send the objective to students after class or even absent students. I would also visually list the day's instructions under the objective, therefore providing a visual reference for the verbal instructions given at the beginning of the class period.
In this specific objective, the students were reading The Great Gatsby in class. While reading they were responsible for writing in their daybooks--useful quotes and their commentary while using guiding questions to gauge understanding. These objectives are a great reference for the students, especially those who miss several days. For those absent, I will add more detailed instructions to the objectives.
Artifact Two
1e Designing Coherant Instruction
This History lesson forced the students to work with a primary source, The Jungle, in order to see the effects that such a text could have on the society during the Progressive era. I had the students read an excerpt, then while adopting a persona of a book character or laborer during the time period, they were responsible for filling out a sensory detail graphic organizer. I then had each of the students convert the information they gathered with their graphic organizers into a reflection where they were telling their audience about the work conditions in which their persona had to work and live in. The students were able to then understand the effect of propaganda and describe the role of muckrakers in the 1920s America.
Artifact Three
1e Designing Student Assessments
While student teaching in English, I had the opportunity to be a part of building the new curriculum with my grade level team. One part of building a new curriculum included creating new forms of assessment that allign to the Idaho Common Core standards. I was tasked with building a new assessment that forced the students to use a multitude of different types of media sources to compile a synthesis essay. We called this a Performance Task.
This particular Performance Task was meant to introduce the students to the format that they would begin seeing, in particular they would see this assessment for their end of course exam. This performance task combines video, picture, article and poem sources to answer one prompt. The students evaluated each source and used what they gathered in order to support their claim. The students had to follow guidelines and write to a formal audience. The students did well with the new form of assessment, overall allowing for my lead teacher and I to make appropriate changes for the end of course Performance Task.