-- Powerpoint Slides for Lesson

The following lesson plan and accompanying powerpoint slides are an example of competency number 9, to teach based on planned lessons. Specifically, the plan and slides belong to a World Geography unit on Europe as well as incorporating SOL WG.5 on populations. Using Europe as a focus, yet reinforcing and reviewing previous Latin America unit, students are shown objectives/agenda clearly at the beginning of class (powerpoint slide 4). The powerpoint information and lesson planned activities are all previewed by other teachers, or pulled from outside sources. All materials are cited at the end of the powerpoint for students to see (powerpoint slide 37), as well as on every unit and lesson plan. The lesson plan provides more concise instructions and summaries of the lesson's concepts and questions, however, the powerpoint also contains instructions (powerpoint slide 34, 35), while the activities and lesson provide a review of the main concepts. Margins are left on the sides of the lesson in order to write notes throughout the day, and a reflection log will be attached in hard copy version.

The following page from a daily lesson plan provides a box to outline basic differentiation for activities, content, and types of learners and highlights competency number 10, providing for individual differences . The accommodation (IEP/504/parental request) box is written in each lesson depending upon what activities are actually used and who is present in class. Most accommodations that had to be implemented throughout student teaching had little to do with planning, and more to do with instruction and interaction skills within the classroom. Most activities could be completed by someone who did not speak; sometimes, however, changes had to be made as in the artifact above. Graphic organizers were also incorporated into the class' work more often due to another student's accommodation. More often, however, small verbal reminders were given to most of the students that were a part of the classroom community, IEP/504/parental request or none.

These two reflections are an example of competencies 11 and 12, using motivational strategies to promote learning for all students and engaging students actively in learning. They show thought processes and lead out actions in the "later" column (filled out the weekend after the week the reflections were written. "Instant" reflections in the first column were written directly after the lesson had played out in the classroom; either between bells, or after students were dismissed for the day.) Feb26 Reflection provides insight into my attempt to assess student motivational issues with the map quizzes short and long term. Noticing that on heavy material days, students are quiet and not very enthusiastic is the first step in beginning to brainstorm ways in which to make those days (which are sometimes necessary) more interesting and relevant to the students. Latin America Cultural Features Reflection about the movie clip and student rapport also shows interest in student enthusiasm for the class. Using the Co-operating teacher's advice is an example of incorporating and using strategies that reflect culturally responsive pedagogy.

Inquiry Method -- Structured Academic Controversy Method -- Concept Formation Method -- Socratic Seminar Method

These four lesson plans are examples of social studies lesson planning methods and activities designed and implemented for my instructional planning class. All four contain separate examples of competency number 13, using a variety of effective teaching strategies. First, the Inquiry method lesson makes students generate a hypothesis and come to conclusions through using questioning strategies effectively about a topic in question. Second, the Structured Academic Controversy (SAC) method lesson does not necessarily always have to, but in this case, did incorporate technology in the process of searching for information for the method's structured debate. It also involved cooperative learning strategies by asking students to work in groups, present opinions, but also listen to other team's presentation in order to complete their assignment in full. The Concept Formation method lesson helped studies link new information about the women's movement of the 19th century, to prior knowledge of other "movements" of the USA's 19th century. It also uses advanced organizers to catalog and analyze the concept of a movement using these specific histories. Finally, the Socratic Seminar method lesson show's an example of using cooperative learning strategies, as well as great questioning strategies to study and discuss the Israeli-Palestine conflict.

The following class activity provides an example of competency number 14, promoting critical thinking skills. This activity in particular revolved around a set of panoramic photos documenting Central Asia located on NPR's online website. Above are two student work samples of the activity. First, students had to creatively brainstorm and be flexible in their usual fact driven curriculum and create an original title for the photo displayed on the smartboard from NPR's set. Second, students had to uses questions and inquiry based discussion in order to describe the photo and the objects they could find as much as possible. Third, students were again asked to be creative and draw a face displaying their emotional reaction to the photo. Finally, a short writing prompt was attached to the Photography Activity. This exercise prompted students to use problem solving models and approaches by using the information organized in their Photography Activity chart concerning their own opinions and feelings towards the photograph set and activity.