T.O.C. by NCDPI & NCATE Standards
Vocabulary, Fluency, and Comprehension Lessons
| The Magnetism of Language: Parts of Speech, Poetry, and Word Play |
| ReadWriteThink lesson plan and article review |
Context: I created this ReadWriteThink lesson plan as partial fulfillment for RE 5730, Teaching Reading to the Advanced Learner, with Dr. Moorman. The following artifact was developed in RE 5730, This lesson plan was developed for this course as well as for publication on the ReadWriteThink website, a lesson plan site published by the International Reading Association. I actually used this unit with my ninth grade ELL students, but it also works well for grades 6-8. I received a grant from Donor's Choose to implement this unit in my class--complete with magnetic tape to create the magnetic poetry sets. Prior to writing my own lesson in this format, I first had to pick a lesson already published on the site to review. An additional part of this assignment was to read one of the "From Theory to Practice" articles that was the basis for the lesson and summarize it. This entire process really gave me an appreciation for the ReadWriteThink site. I knew that it had quality lessons from past experiences, but I was not aware of the fact that these lessons were based on current, sound research or reviewed by reading professionals and edited so much before publication.
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: This lesson plan shows that I apply theoretical, philosophical, and research bases to improve student learning in my classroom. To create this lesson, I had to engage in research of best practices for teaching grammar and also in research of why learning grammatical skills is important in the area of reading.
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: To create this lesson, I had to have a knowledge of the learners in my classroom. I took into account the various learning styles and abilities of my students when crafting this unit. The magnetic poetry kit is kinesthetic--and grammar instruction often lacks this hands-on component. The lesson also appeals to visual learners because the parts of speech are color-coded. The MadLibs portion works well for auditory learners. Also, the assessment is built in through the process. When students create their word lists, I informally assess their grasp of the parts of speech. When they work in groups to interpret "JabberWocky," I assess their grasp of syntax and how knowledge of parts of speech aids comprehension. Also, this lesson has proper scaffolding to meet the needs of all learning abilities. The group work will help students with higher needs. The website provided that tells the part of speech of any given word is there for students to self-check their knowledge and to aid learners who haven't quite internalized this information. Also, this lesson is highly creative, and my work in the classroom has taught me that when something as mundane as grammar can e made "fun," students perk up, pay attention, and learn better.
C. Research
The candidate uses research to examine and improve instructional effectiveness and student achievement.
Rationale: To create this lesson plan, I had to first research the ReadWriteThink website: its content, requirements, needs, and expectations. I also had to provide a sound theoretical basis behind the lesson. My research helped me to improve this lesson because in the past, we had just made the magnetic kits after studying parts of speech. After researching, I realized that students didn't need to learn grammar in a vacuum--it was useless information that way. Instead, they needed to see how the knowledge of this information applied to life--in this case, to reading comprehension. My research helped to make this a better, more meaningful lesson for students
D. Content Knowledge
The candidate demonstrates advanced depth and breadth of knowledge and skills in the academic discipline and in education.
Rationale: The lesson plan published on ReadWriteThink shows that I have a comprehensive base of content knowledge in the Language Arts field specifically and in education in general. I am aware of the scaffolding students need to learn a concept. I am cognizant of a variety of assessment methods, including project based learning/assessment as this lesson demonstrates. I am aware of how the different components of English intertwine: grammar, literature, reading, and writing. And I am adept at presenting this material in a manner that is easily accessible to all students.
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 lesson plan was published on a website hosted by the International Reading Association, of which I am a member. The IRA is a respected organization within the reading community, world wide. My lesson plan was reviewed by peers in the field and edited before being published. Now it is available for other teachers of English, Language Arts, and/or Reading to use as is or to tweak for their own instructional needs. This lesson represents how I am involved in my professional community and how I provide leadership to those in the field.