Category Archives: T3: Influenced by multiple instructional strategies

addressing ability levels and cultural backgrounds

Japanese Internment in World War II: Lesson Plan

I wanted to share this lesson that I created for the American history class. I felt like the lesson went really well; students were engaged and shared some very meaningful responses to the lesson afterwards. As I planned this lesson I tried to focus on having a variety of activities to keep students interest throughout the period. By starting with a song by an artist that most of the students would know, I could tell that they were eager to hear more about how the song related to our topic for the day. The reading excerpt that students read in class and finished as homework details the life of a Japanese American girl living in the Seattle area during World War II. As the students read about her experience, they could recognize landmarks and cities from their own area, which helped them make more personal connections to the story. Finally, in the PowerPoint lecture I tried to include pictures that would show students how severe the situation was for many people. The pictures were also helpful in showing students how the city of Seattle was affected during this time.

The attached documents include the lesson plan, song lyrics, PowerPoint, and reading excerpts used in class.

Japanese Internment lesson plan

Kenji lyrics

Japanese Internment

Nisei Daughter

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Filed under T2: Intentionally planned, T3: Influenced by multiple instructional strategies, Uncategorized

Instructional Strategies Paper

This work attests to my proficiency in understanding a variety of teaching models and how each can be used in a diverse classroom. Beacause each student learns differently it is necessary to understand various models in order to adapt my teaching strategies and style in order to foster student academic achievement and well-being.

Principle Instruction paper

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Unit Plan

The attached documents are a unit plan written for an eighth grade social studies classroom. Studying indistrialization, urbanization, and immigration  is an important part of United States history, and this unit was designed to give students important information while encouraging them to make personal connections and think critically. The first document is the unit plan, which includes Desired Results, Assessment Evidence, and a Learning Plan. The second includes several corresponding lesson plans that include more detail about the specific lessons.

This unit plan was created using a backwards planning method, which we learned about in General Teaching Methods (EDU 6135) through our text, Understanding by Design. I started my planning with establishing clear objectives and defining the unit’s essential questions and enduring understandings. I then proceeded to create more detailed performance tasks and lesson plans.

Approval Standard S2 is “aligned with curriculum standards and outcomes,” focusing on “student learning targets and progresses to meet them.” My preparation of this unit plan demonstrates my competency in this area in that, first and foremost, I constructed this unit plan with specific standards and goals in mind. I chose several assessments and skills that students would know and be able to do by the end of the unit, and I create daily lesson plans to help accomplish that goal.

Unit Plan Part 1

Unit Plan Part 2

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Filed under L1: Learner centered, S1: Content Driven, S2: Curriculum Standards & Outcome, T2: Intentionally planned, T3: Influenced by multiple instructional strategies