TPE 3 Understanding and Organizing Subject Matter for Student Learning

 Introduction: 

During the first half of the school year we have been reading a novel in class. Throughout the novel we have been exploring the different elements of a story. The first element we explored were plot of a story, now we have begun to explore literary point of view.

3.1. Demonstrate knowledge of subject matter, including the adopted California State Standards and curriculum frameworks. 

The way this information is presented will cover both California State Standards and ELD standards. Once the lesson is over the students will be able to analyze different point of views and examine as well as adopt written and spoken text and language. This is important for students because it helps in their comprehension skills, ability to write affectively, and ability to interpret information appropriately.

3.2. Use knowledge about students and learning goals to organize the curriculum to facilitate student understanding of subject matter, and make accommodations and/or modifications as needed to promote student access to the curriculum. 

3.5. Adapt subject matter curriculum, organization, and planning to support the acquisition and use of academic language within learning activities to promote the subject matter knowledge of all students, including the full range of English learners, Standard English learners, students with disabilities, and students with other learning needs in the least restrictive environment. 

3.8. Demonstrate knowledge of effective teaching strategies aligned with the internationally recognized educational technology standards

All of my students are on an IEP and have accommodations which are automatically applied to my lessons. I use sentence starters for my students, I provide visuals, I present directions and information one step at a time, I conduct constant check for understanding, I provide extra time for students to complete their work, and provide examples for them. I also reinforce the lesson by completing an activity with the class then have them work either independently or in a group on a separate worksheet. While they work independently I walk around and offer help.

3.3. Plan, design, implement, and monitor instruction consistent with current subject-specific pedagogy in the content area(s) of instruction, and design and implement disciplinary and cross-disciplinary learning sequences, including integrating the visual and performing arts as applicable to the discipline. 

3.4. Individually and through consultation and collaboration with other educators and members of the larger school community, plan for effective subject matter instruction and use multiple means of representing, expressing, and engaging students to demonstrate their knowledge. 

In my school there are 2 RSP ELA teachers, once every two weeks we get together and develop a few lessons with accommodations that will help our students. We also meet and collaborate with general ed ELA teachers as well as ELD teachers to make sure we are working on similar subject matter as them so we can provide our students with the best success possible.


3.6. Use and adapt resources, standards-aligned instructional materials, and a range of technology, including assistive technology, to facilitate students' equitable access to the curriculum.  

3.7. Model and develop digital literacy by using technology to engage students and support their learning, and promote digital citizenship, including respecting copyright law, understanding fair use guidelines and the use of Creative Commons license, and maintaining Internet security. 

3.8. Demonstrate knowledge of effective teaching strategies aligned with the internationally recognized educational technology standards.

For this lesson I used Google Classroom, an online presentation for visuals, 2 separate worksheets, one we completed as a class and one they did independently in a group, and a edpuzzle they needed to complete on their own. In order to provide security while my students work online, I use GoGaurdian to monitor the websites they access in class.


Reflection/Area of Growth

I recently completed this lesson with my students, while the students did seem to understand what was being said, I do feel there were things I could do differently that would engage the students more. In my presentation I would like to ask questions that my students would answer in a group and have each group choose one person to speak for the rest of the people in their group.


CA Standards

CCSS.ELA-LITERACY.RL.7.6: Analyze how an author develops and contrasts the points of view of different characters or narrators in a text.

CCSS.ELA-LITERACY.RL.8.6: Analyze how differences in the points of view of the characters and the audience or reader (e.g., created through the use of dramatic irony) create such effects as suspense or humor.


ELD Standards

ELD.PI.7.3: Examine the characteristics of written and spoken text and demonstrate understanding of key ideas and details.

ELD.PI.8.5: Adapt spoken language to a variety of contexts by using appropriate register and vocabulary.

ELD.PI.8.6: Analyze how different forms, genres, and conventions of text serve various purposes in communication.



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