C. DeeDee Bennamon TASK 3 Task 3 Contextual Information A.

The classroom in which I work with my cooperating teacher is located in F-132 at Greenwood High School. In this class I work with my cooperating teacher to teach and provide instructional content that covers 9th grade World History. Coach Addis' and I teach five 9th grade World History classes every day that all accumulate to a grand total of 158 students. In my experience we have covered subject areas regarding Absolute Monarchy, the Renaissance and Reformation, and the French Revolution. All of these topics provide students with the opportunity to practice taking notes, viewing and hearing extensive lectures from PowerPoints, reading extensive documents and analyzing them, and engaging in class discussions and role play. The first four classes are College Prep, while the last class is an Honors class. In the first four classes, there are at least three or four students that are ESOL learners, who speak, read, and can understand very little English. The first four classes also contain 4 students each that regarded under IEP 504. For ESOL and students with IEP's, Greenwood High School provides these students with a resource period and instructor that offers them supplementary help during tests, quizzes, or projects. B. In each of the Coach Addis' 9th grade World History courses there are no students that have any specific physical factors that impact instruction in the classroom. All four of the college prep classes have several students that are ESOL or directed under IEP 504. These students impact instruction because as a teacher, one must keep in mind that during instructional planning these students need to be accommodated with either English to Spanish dictionaries, sent to their resource teachers, have the material read aloud for them, or any extra help needed that grants them a fair and equal chance of being educated like the rest. Some of the ESOL students that speak or understand very little English are not as social and do not engage or participate in class activities, so as a teacher it is important to welcome and value all cultures and make everyone feel respected and appreciated. There are also a few students in some of the classes that have either asthma or are allergic to certain things, but as a teacher having those issues documented makes it easier to keep in mind and know how to plan instructional lessons. C. Some factors related to school and the surrounding community that may impact the teaching and learning that occurs is the amount of students at Greenwood High School and in most of the classes I teach that come from impoverish families. Many of these students that make up the classroom setting are raised in poor households, often lack guidance, and relationships. In class these students tend to do poorly on assignments, test, and projects, behave poorly in class, rarely attend class, give up easily, and are easy to become frustrated. If not corrected and helped, this behavior can negatively impact the classroom environment and hinder the learning of other students. Step 1: Planning the Lesson - 3.1.1: Standards and Learning Goals

A. I use learning theories that impact the performance of student learning as a guide during my planning process. I implement activities that work on knowledge, comprehension, application, analysis, and synthesizing skills that promote student learning. Students will complete section review handouts and quizzes of the chapter to work on these skills of Bloom's Taxonomy. When defining or examining content of major ideas, students work on knowledge skills. My planning process works on comprehending the content so students are able to understand the content and grasp its meaning. Application enables students to use information in new, while synthesizing helps students apply old ideas to create new ones. B. The learning goal for this lesson was for students to participate in role play and be able to compare and contrast the Three Estates of French's Old Regime, identify the major cause of the French Revolution, and score an 80 or above on the section quiz. This learning goal aligned with the South Carolina State Standard GS-3.2 that discussed the key elements of the revolution and social and political organizations that emerged as a result. This lesson covered NCSS standards regarding the culture, people, places, and environments, individual development and identity, individuals, groups, and institutions, and power, authority, and governance. The standards guided the planned learning activity because students participated in reenacting the roles of the Three Estates of France's Old Regime during the financial crisis in France to grasp an understanding of the major cause of the revolution. C. The central point of this lesson is to introduce students to the France's Old Regime, the Three Estates, during the financial, social inequality, and economic crisis in France that ignited the French Revolution during the reign of Louis XVI. Chapter 21regarding Absolute Monarchs 1300-1800 will support the learning of students in this lesson because they will already have preexisting of absolute monarchs, their roles, motives, and theories that will help students understand Louis XVI's mindset during this particular period and why France was in an economic, social, and financial crisis before, during, and after the reign of Louis XVI. D. Some difficulties students might encounter with this content are comprehending all of the section 1 content. This section is the longest and begins with background content of Louis XVI and then France and its Old Regime, and how it contributed to the rise of the French Revolution. In efforts to ensure all students have comprehended and are able to apply this section, students will be given an extensive PowerPoint presentation of the content and they will participate in a role-play activity that will have them reenact the roles of the Three Estates of the Old Regime and how they lived during the economic, financial, and social crisis in France under the reign of Louis XVI. Not only will they have fun, but they will be working on comprehension, application, and synthesizing skills of this content in this section. At the end of the lesson, students will be quizzed to assess their comprehension of the lesson.

3.1.2: Instructional Strategies A. Three instructional strategies I used to achieve the learning objectives of the lesson to enhance learning were lecturing from a PowerPoint presentation where students listen and take

notes, implementing a role-play activity, and issuing a section quiz at the end. All of these instructional strategies relate to the four learning styles, mastery, understanding, interpersonal, and self-expressive and they also appeal to learners that learn best by hearing, seeing, writing, or experiencing the content so they are able to understand the apply the content. B. These instructional strategies connect to the learning goals and facilitate student learning. PowerPoints appeal to all students learning styles because they can see the information and visual representations, hear, and write down the content to reinforce their knowledge. The roleplay activity engages students in acting as if they are part of the Three Estates during the financial, economic, and social crisis that impacted the revolution. Role-play transforms the content of education from information to experience. The section quiz at the end enhances learning because it gives students a snapshot of their current knowledge so far of the chapter and what they need to do to improve or maintain that level of mastery. These varieties of instructional strategies or methods for teaching and facilitating learning create learning environments that are more interactive and integrate technology, experiencing, and promote cooperative learning. C. I used individual instruction as I gave students a PowerPoint that required them to listen to the lecture, view the visual representations in connection to the content, and take notes. This instruction helped students learn how to learn and examine the content from different angles, facilitates their processing skills, and students become aware of their strengths and weaknesses regarding the content. The group instruction was used during the role-play activity to so students could experience the content and how it was during that era, work with their peers with different learning styles and develop interpersonal skills, engage everyone in the learning, and create opportunities for feedback from me or their peers. 3.1.3: Learning Activities A. In this lesson, I plan to implement a role-play activity and section quiz that requires learners to experience France's Old Regime, The Three Estates during the financial and economic crisis under the reign of Louis XVI. This activity requires students to act out an episode of this era in which time and space has been compressed. This activity allows learners to extend knowledge into feeling, increase motivation, work with their peers, and examine and clarify the content. B. As students act out an episode of the era during the role-play activity and take a section quiz, it addresses student strengths and needs. Role-play can be used as an assessment tool because as students are presenting their role it is easy for me as an educator to understand if students have grasped the grammar point, content, vocabulary, comprehension, fluency, communicating the content effectively with their peers, and writing. This activity lets students demonstrate what they have learned and present that knowledge to the class. C. The class demographics inform the design of the learning activities I choose because there are many students that come from either low poverty families or are ESOL students that speak little English that are easily frustrated, has no motivation, cannot make friends, or feel wanted. The role-play activity not only facilitates active learning and engages all students, but for those poverty or ESOL students, it helps teach empathy, simulate authentic language

experiences, provide a memorable learning experience, increase motivation and self-esteem, decrease inhibition, produce learning, and builds confidence. 3.1.4: Materials, Resources, and Technology A. The materials for instruction are tangible items that are used to support instruction and create effective outcomes for diverse students. The materials used to support instruction were the Promethean Board, the role cards for the role-play activity, and the printed copies of the section review quiz. All of these were important in supporting student learning because they engage student interest and appeal to the diverse amount of learning styles in the classroom. The Promethean Board makes it available to implement an extensive PowerPoint presentation of the section that offers effective notes, visual representations of the section, and a lecture for students to hear the content. The role-cards were used during the role-play activity for students to read and understand their respective roles in which they were about to act out and gain an understanding of the experience during that era. The section quiz was administered to assess students on their current comprehension and understanding of the content presented and provides a snapshot of how effective the instructional strategies were to their learning. All these materials and resources help facilitate reading, writing, comprehension, grammar, and application of the content. B. I plan to use the Promethean Board as a source of technology to present an extensive PowerPoint presentation of the section to facilitate and promote the knowledge and comprehension of students in this section. The Promethean Board improves learning productivity by developing, integrating, and implementing innovative 21st century learning environments that work and increase student learning. C. The Promethean Board enhances instruction and student learning in any lesson because it displays a learning tool, a PowerPoint presentation. I use PowerPoints in lessons to present content related information and lecture the information. The PowerPoint allows not only lecturing content off the screen that is big enough for everyone to see, but it includes visual depictions of the content and allows students to interact on the board and come up and draw or right on the screen. I engage students in the PowerPoint by having them come up on the board and underline important content, find geographical locations, and compare and contrast ideas we discussed in the PowerPoint. Step 2: The Focus Students 3.2.1: Understanding Each of the Two Focus Students and Differentiating Instruction Focus Student 1 A. The learning goals of this lesson requires students to distinguish and understand the lives of members of the Three Estates of France's Old Regime during the financial, economic, and social crisis under the reign of Louis XVI by taking notes, participating in a role-play activity, and completing a section quiz. Focus Student 1 is an ESOL student that has a below basic level of the English language. As a result, if modifications are not implemented in the lesson for them, they will either not participate, engage in learning with their peers, is not motivated, or will not complete the assignment. When motivated, assisted on activities and quizzes, given oral

instructions, and printed notes from the PowerPoint, this student is able to engage with their peers, participate in activities, and complete and do extremely well on assessments. This student seems to learn best when participating in role-play because they are able to interact, hear the authentic English language, become motivated, and experience the content. B. I will differentiate different parts of the lesson for this student by providing them with printed copies of the notes with highlighted testable content, giving them major roles to reenact during the role-play activity to promote their learning and interpersonal skills, and giving them more time to complete the section quiz with the assistance of their resource teacher. C. At the end of the lesson, this student will be given a section quiz that requires them to answer content relation questions that come from the PowerPoint lesson and role-play activity. This is used to assess their knowledge and comprehension of the lesson and their progress made towards the learning goals. This lesson will also show me as a teacher how effective the learning strategies and modifications were towards student learning. Focus Student 2 A. The learning goals of this lesson requires students to distinguish and understand the lives of members of the Three Estates of France's Old Regime during the financial, economic, and social crisis under the reign of Louis XVI by taking notes, participating in a role-play activity, and completing a section quiz. Focus Student 2 has a learning disability which makes it difficult when it comes to reading, writing, and comprehending content material. This student does extremely well when participating in active learning activities. This student gets assistance on assessments and extra time. B. I will differentiate parts of the lesson to help Focus Student 2 meet the learning goals by telling this student to highlight important content of the lecture, extend the time on their assessments, give them major roles in the role-play activity, change the location of the assessment to a non-distracted area, and offer them assistance on their quiz from their resource teacher. C. At the end of the lesson, this student will take a section quiz that shows how effective the modifications and instructional strategies were towards this student's learning. The scores from this section quiz will also give me a snapshot of the student's progress towards the learning goals. Step 3: Analyzing the Lesson- 3.3.1: Analyzing the Lesson for the Whole Class A. This lesson facilitated student learning because it incorporated an extensive PowerPoint presentation and lecture, an active learning activity, and a section quiz. The PowerPoint was teacher-directed learning that showed students paying attention, taking notes, and asking and answering content related questions. The role-play activity promoted student-directed learning as students worked in groups to reenact the Three Estates of France's Old Regime during the financial and economic crisis during the reign of Louis XVI. This activity required students to read critically, write content related answers, and perform and explain the content as they interacted with their peers. The section quiz was used so students could see their strengths and weaknesses of this section

and how effective the instructional strategies were in effort to support student learning and master the content. B. The students used the content presented to demonstrate meaningful learning by taking notes, doing a role-play activity, and taking a section quiz. For example, the role-play activity required students to reenact the roles of the Three Estates of France's Old Regime during the economic, social, and financial crisis under the reign of Louis XVI. During this activity, students were able to use the content and work on communication skills, fluency, grammar, and practicing and personalizing dialogue related to the content material. The section quiz assessed students on what they learned from the lecture and their experience during the role-play activity that helped them gain knowledge from the reenacting of their personal experience. C. Some modifications and adaptations to the lesson I implemented during instruction for the whole class to promote learning was I gave students an extended amount of time to complete their quiz so they could have more time to think from the content learned from the lesson and activity. Also, the whole class was given oral directions and small distinct steps in instructions. During the lecture, the whole class was given oral instructions to underline or highlight important testable content presented during the lecture. D. Teachers who foster positive relationships with their students create classrooms environments more conducive to learning and meet students' developmental, emotional, and academic needs. During the entire lesson I showed pleasure and enjoyment of all my students, I interacted in a responsive and respectful manner, I offered all students help in achieving academic and social objectives, I helped them reflect on their thinking and learning skills during the role-play activity, I demonstrated knowledge of each individual's background, interests, and strengths and weaknesses regarding the content. These steps impacted student learning because all students were able to asks questions and receive feedback, become engaged, and comprehend and understand the content material and pass the section quiz. E. I provided positive reinforcements and feedback when students were asked content related questions during the lecture. I also provided help for students that asked questions by answering questions in timely manner, offering support that matches the students' needs in achieving academic and social objectives. By doing this, all students questions and misunderstanding were corrected and they were able to demonstrate a complete understanding of the section content because everyone passed with an 80 or above. For example, this artifact shows how the activities and feedback impacted student learning, and because they passed I provided written feedback to help this student take ownership of their learning and to motivate them to actively engage them in the process towards mastering the entire chapter.

3.3.2: Analyzing the Differentiated Instruction for Each of the Two Focus Students A. Both Focus Student 1 and 2 achieved the learning goals and mastered the section by scoring above a 80 on the section quiz. For example, Focus Student 1, the ESOL student, followed along during the PowerPoint lecture and answered content related questions effectively to show their

attentiveness and understanding of the content. During the role-play activity this student mastered the major role activity in alignment with the content as they were able to relate the content to their experience. In reference to Focus Student 1's work sample, it shows that this student passed the goal that was set forth with above an 80 and was able to demonstrate a complete understanding of the section, with the modifications set forth for them. Focus Student 2, who has difficulty in reading, writing, or comprehending content material participated in the lesson and was able to master the content as well. This student paid close attention during instructional PowerPoint and lecture and was able to highlight important testable content, participated during the role-play activity, and scored above an 80 as well on the section quiz. B. The differentiation of specific parts of the lesson plan that was implemented to help each of the focus students impacted both students' learning. For example, Focus Student 1's lesson plan assisted them with printed highlighted notes from the lecture, a major role during the role-play activity, an extended amount of time on their test in a non-distracted area, and assistance on their assessment from their resource teacher. All of those modifications in the lesson plan impacted this student's learning because they were able to master the content and meet all the learning goals in question form on the section quiz. Focus Student 2's lesson plan offered them oral directions when it was time to highlight important testable material from the lecture, extended time on their quiz, a major role in the role-play activity, and assistance from their resource teacher on their assessment. This student also met the learning goal and was able to master the content which is depicted by their grade they received on the section review. Step 4: Reflecting 3.4.1: Reflecting on the Lesson for the Whole Class A. The instructional strategies and activities I provided impacted all students in the classroom because everyone was able to master the content and pass the section review with an 80 or above. I used the Promethean Board as a technological resource that I used to present content related PowerPoint with pictures and testable material. From this the class as a whole was able to grasp a complete understanding of the content, highlight important content, and as content related questions and get immediate feedback. The role-play activity was used so all students could use the content to their actual experience with an episode from that era. This activity was used to facilitate critical thinking, content vocabulary and fluency as students were able to think see how their experience aligned with the content and be able to write and communicate about it. The section quiz was administered to the entire class as everyone was able to demonstrate their complete understanding of the content from their notes and activity they completed. In reference to this random student's work from the lesson, they were able to master the content and the activities and strategies were effective in their learning. B. I will use my analysis of the lesson and evidence of student learning to guide my planning of future lessons by the results from the section quiz. Those results let me know as an educator how effective the objective, strategies, and activities were in impacting student achievement. From this, I will be aware what activities and strategies I can use in future lessons that will impact student learning positively as this lesson did. 3.4.2: Reflecting on the Lesson for Each of the Two Focus Students

A. I will use an analysis of each of the Focus Students' efforts, attentiveness, and understanding during the lesson and evidence from their section quiz that will help guide future planning of lessons. From the section quiz results I will be able to see how effective the modifications were in accommodating each of these students' learning needs. From this lesson I learned, by keeping these two students actively engaged, continuously accommodating them with assistance, and checking continuously for their understanding by randomly asking them content related questions or if they have any misunderstandings, they will achieve the learning goals and master the content. B. For future lessons, I will apply differentiation to future lessons that accommodates these students with either printed notes or orally telling them what specifically to write or highlight from the lecture, giving them extended time on their assessments, assistance from their resource teacher when needed, and actively keeping them engaged in learning by giving them major roles in activities to facilitate their understanding and attentiveness.