T.O.C. by NCDPI & NCATE Standards
Vocabulary, Fluency, and Comprehension Lessons
| PowerPoint | Audience lesson plan | letter to important person assignment | self assessment | reflection |
Context: This mini-lesson was created as partial fulfillment for RE 5130, Teaching the Language Arts, with Dr. Beth Frye. I had been a proponent of mini-lessons prior to this course, but Dr. Frye introduced me to the concept of providing literary models as examples for the targeted concept. My mini-lesson is aimed at teaching tenth graders the skill of writing for specific audiences.
A. Instructional Expertise
The candidate demonstrates instructional expertise by applying the theoretical, philosophical, and research bases for educational practice in P-12 settings to improve student learning.
Rationale: The development of this mini-lesson required that I design and modify instruction based on my assessment of student needs. In the past, when I have tried to teach students about the concept of an audience by giving them notes and lecturing, I have had less than optimal results. Based on my experience, I modified my instruction and made a mini-lesson that was both effective and fun, one that produced a group of writers with a much better concept of audience than in years past.
B. Knowledge of Learners
The candidate incorporates knowledge of the nature of the learner, learning processes, variations in learning abilities and learning styles, and strategies for evaluating learning into the planning, delivery, and evaluation of instruction.
Rationale: My knowledge of the learners in my classroom is what shaped the development of this lesson plan. I chose a video clip as my literary model because I knew that for them to see the concept of audience in cinema would resonate in their memories for longer and it would make the knowledge more relevant to their daily lives. Now, when students watch a film, the concept of audience and the irony of a character code-switching between audiences won't be lost on my students. Also, I knew that my students would really love and benefit from the letter writing activity incorporated in this mini-lesson. Being invited to write in whatever language they chose really titillated them and also drove home the point that we write in different tones and use different words and details depending upon who we are talking or writing to. This artifact shows that I create an environment where all learners feel welcome and successful, and it also demonstrates that I reflect on and modify instruction to improve student learning.
D. Content Knowledge
The candidate demonstrates advanced depth and breadth of knowledge and skills in the academic discipline and in education.
Rationale: This mini-lesson shows that I am cognizant of the North Carolina Standard Course of Study for a tenth grade English class.
E. Professional Development and
Leadership
The candidate engages in continued professional development and provides leadership at the classroom, school, and community levels, and within the profession.
Rationale: This artifact exemplifies my continued professional development because it shows that I am constantly learning new methods to employ in my classroom. I also shared this mini-lesson with my peers in RE 5130 and hope that someone will put it to use in his/her class.