Professional Documents
Culture Documents
ID #25RTY202
Before beginning this task, read the complete directions provided in the CalTPA Candidate
Handbook.
A. Class Information
Grade Level: 12th
17-18_
29
20
July 2008
Ethnicity of
students
(provide
numbers)
Language
proficiency of
students
(provide
numbers)
Identified special
need categories
represented
(provide
numbers)
Copyright 2003, 2007 by the California Commission on Teacher Credentialing. All Rights Reserved.
B.
ID #25RTY202
Student Characteristics
Directions:
Provide a general description of what you learned about the general characteristics of students
in this class, and describe how you will use this information in planning academic instruction in
your selected subject matter.
Linguistic background
Provide a general description of what you
learned about students linguistic background.
Academic language abilities, content knowledge, and skills related to this subject matter
Provide a general description of what you
learned about students academic language
abilities, content knowledge, and skills related to
this subject matter.
July 2008
Copyright 2003, 2007 by the California Commission on Teacher Credentialing. All Rights Reserved.
ID #25RTY202
July 2008
Copyright 2003, 2007 by the California Commission on Teacher Credentialing. All Rights Reserved.
ID #25RTY202
Social Development
Provide a general description of developmental
factors that may influence instruction of
students within this age range and in the
selected class.
Emotional Development
Provide a general description of developmental
July 2008
Copyright 2003, 2007 by the California Commission on Teacher Credentialing. All Rights Reserved.
ID #25RTY202
C. Focus Students
Directions:
Select two students from the class you just described above. Select one student who is an
English learner and one student who presents a different instructional challenge. Consider your
selected content area when describing what you learned about the two focus students. In the
boxed areas below, provide:
a description of what you learned about each of the students
an explanation of how the information will influence your academic instructional
planning, including assessment.
Note: Single subject candidates for a credential in Languages Other Than English who are
delivering instruction entirely in the target language may choose another student with a different
instructional challenge rather than an English learner.
Copyright 2003, 2007 by the California Commission on Teacher Credentialing. All Rights Reserved.
2.
3.
4.
5.
6.
ID #25RTY202
needs allows me to modify my lessons in order to effectively translate materials into the
students native language in order to successfully present the subject material to her.
What did you learn about this students linguistic background?
The students primary language at home is Spanish. Outside of the home, particularly in
school, the student speaks English. However, she is used as a translator by both of her
parents. The student has difficulty in writing papers at her current grade level, as well as, a
difficulty in fully understanding grade level reading material. Furthermore, the student does
speak English fluently, but her current reading and writing proficiency in English is well
below her current grade level and, as a result, she has been tested and verified as an EarlyAdvanced English Language Learner.
What did you learn about this students academic language abilities related to this
subject matter?
As the student does speak English, she has a good grasp on what is orally said throughout
teacher-directed instructional lectures, and, as a result, is able to orally participate within
classroom discussions and informal oral assessments. However, when material is presented
in a written English format the student has difficulty understanding the material.
Furthermore, due to the students below grade level proficiency in writing in English, she
has a difficulty participating in classroom writing assignments when in class or assigned as
homework.
What did you learn about this students content knowledge and skills in this subject
matter?
This student has a very basic knowledge of the Modern Civil Rights Movement. Her
knowledge comes from the repetitiveness of lessons throughout elementary, middle school
and high school concerning the subject matter. However, the student has no knowledge
concerning the uncommon martyrs of the Modern Civil Rights Movement which are hardly
ever mentioned in detail throughout lessons in school.
What did you learn about this students physical, social, and emotional development
relevant to this academic content area?
This student is very quiet and shy. She hardly ever speaks up in class and hardly ever
participates within classroom activities where she must orally present her content
knowledge. The only students that she talks to are the two individuals that are sat next to
her which, in turn, are her two friends she spends her school days with. Due to her poor
reading comprehension, she doesnt participate in class reading. Furthermore, she listens
very diligently during teacher-directed lectures but will not participate in group activities
and whole classroom discussions due to her quietness and shyness.
What did you learn about this students cultural background, including family and
home, relevant to this academic content area?
The student has a Hispanic cultural background that is very present within the home
through cultural celebrations, food, and spoken language. Both of her parents are second
generation Mexican immigrants and never fully learned English due to their parents being
migrant workers living in the Spanish speaking sections of farms and never receiving a full
English education. The student is an only child and, as so, serves as the translator for both
of her parents. As her parents were raised in families of migrant workers they are very
familiar with the Hispanic Migrant workers Civil Right movement led by Ceaser Chavez
which was influenced by the Modern Civil Rights Movement of the African-Americans in
the 1950s-1960s. Due to this fact, much of what the student understands of Civil Rights
July 2008
Copyright 2003, 2007 by the California Commission on Teacher Credentialing. All Rights Reserved.
ID #25RTY202
July 2008
Copyright 2003, 2007 by the California Commission on Teacher Credentialing. All Rights Reserved.
ID #25RTY202
The students academic language ability and subject matter vocabulary are well above his
fellow classmates, as well as, his current grade level which, in turn, match his subject
matter writing ability.
5. What did you learn about this students content knowledge and skills in this subject
matter?
The students content knowledge vocabulary, writing, and historical research pertaining to
the subject matter are well above his current grade level, as well as, his fellow classmates.
Due to this, the student is very disinterested during the classroom lectures, activities, and
homework. The student has the skills necessary to excel in the subject matter, but needs to
refine his writing and research abilities to be able to excel fully.
6. What did you learn about this students physical, social, and emotional development
relevant to this academic content area?
As the students knowledge of the subject matter is well above his fellow classmates and his
current grade level he doesnt participate in any classroom activities or lectures unless he
can challenge a fellow students or teachers knowledge of the subject matter. When he isnt
challenging the teacher or fellow students in the subject matter, the student sits quietly and
either draws, stares out of the window or dozes off during teacher-directed instructional
lectures.
7. What did you learn about this students cultural background, including family and
home, relevant to this academic content area?
The students parents are divorced and he lives with his mother, step-father and his two
younger siblings, one a step-sister. Within the home the family rarely eats dinner together or
spends time together. Due to this, the student spends much of his time alone outside of
school. When on his own, the student reads Social Science/History material, plays
historically accurate video games or watches historical documentaries.
8. What did you learn about this students special considerations, including health issues,
relevant to this academic content area?
The student doesnt have any medical or health related issues that would impair his learning
or safety throughout the lesson.
9. What did you learn about this students interests and aspirations related to this
academic content area?
Currently, the student doesnt have any plans or interest to attend College. His present
interests include video games and school friends. In several weeks he will be graduating
from high school and has no plans of getting a job until forced to do so by his mother and
step-father, as well as, no plans of attending College until he sees that he needs to.
10. Describe other information relevant to this academic content area that you learned
about the student (e.g., attendance, extracurricular activities, and so on).
This student regularly misses class due to his view of it being useless since he deems
himself of having a knowledge greater than his teacher and classmates. This student also
doesnt participate in any extracurricular activities either for the school or in the community
and is rarely at any school sponsored event. Instead, he spends his time at home in his room
playing online video games.
Copyright 2003, 2007 by the California Commission on Teacher Credentialing. All Rights Reserved.
ID #25RTY202
Copyright 2003, 2007 by the California Commission on Teacher Credentialing. All Rights Reserved.
ID #25RTY202
their academic learning goals through oral instruction on a weekly basis. Classroom social
behavior is taught to students through oral instruction, modeling, reinforcement and a written
set of classroom rules and consequences. I will establish clear social behavior expectations
inside the classroom through communicating my requirements and consequences, should an
established acceptable social behavior be violated. Furthermore, students will be rewarded
for outstanding academic and social behavior inside the classroom as a reinforcement tool.
Through established classroom routines and procedures students social behavior and
academic expectations will be reinforced on a daily basis. Setting clear academic and social
behavior expectations in the classroom leads to an established learning environment suitable
to meet the needs of individual students and, in effect, maximize instructional time. If
students are violating the established procedures and/or classroom rules they are warned to
stop their current actions. If they persist, consequences that range from a one-on-one
conversation, detention, Saturday school, phone call home, or a parent-teacher conference are
administered in order to remedy the situation.
5. Discuss the classroom routines and procedures that you use, including how you
establish and maintain them.
The moment the bell rings for students to proceed to class the established classroom
procedures are in effect. As students walk into the classroom they take their seats and are able
to talk to me about anything they would like before the final late bell rings. Once the bell
rings, I welcome everyone to class and tell them the materials they will need for the days
lesson. While doing this, I will prepare any of the equipment I need for the lesson, such as, a
laptop computer and the overhead projector. As I prepare to begin the lesson, students take
out the required materials that I stated. After the equipment needed for the lesson is set up I
start a quick knowledge check on the subject matter we will be covering in the days lesson.
During this time I have my teacher aid collect the students homework and put it in the
designated folder for the class. While this is being done I take attendance. After the quick
knowledge check discussion I begin the days lesson. If the lessons lecture takes all the class
period, I signal for the students to pack up two minutes before the bell rings for the end of
class. If the lessons lecture doesnt take all class period, I transition from lecture to activity.
My teacher aid hands out the needed materials for the students activity once I hand it to him.
Four minutes before the bell rings I instruct students to end the activity and pack up their
materials. This occurs on a daily basis so the students know what to expect in class. These
routines reinforce and maintain the established classroom procedures and social behaviors.
They also maintain an environment that is conducive to learning and keeps the class on task
while utilizing the class time effectively. Reinforcement of these procedures helps students to
comprehend what is expected of them when they enter the classroom and throughout the
lesson. Classroom procedures are also established through a set of rules which every student
is familiar with and responsible for adhering to.
B.
Directions:
As you begin to think about the lesson that you will present to this class of students, consider
what you learned about them and what you want them to learn in the lesson. Respond to the
questions below regarding your plan for instruction for the whole class.
1. At what point in the sequence of the unit is this lesson? Check one:
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Copyright 2003, 2007 by the California Commission on Teacher Credentialing. All Rights Reserved.
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ID #25RTY202
12.2 Students evaluate and take and defend positions on the scope and limits of
rights and obligations as democratic citizens, the relationships among them, and
how they are secured.
12.2.1. Discuss the meaning and importance of each of the rights guaranteed under the
Bill of Rights and how each is secured (e.g., freedom religion, speech, press, assembly,
petition, privacy).
12.2.5 Describe the reciprocity between rights and obligations; that is, why enjoyment of
ones rights entails respect for the rights of others.
12.5 Students summarize landmark U.S. Supreme Court interpretations of the
Constitution and its amendments.
12.5.4. Explain the controversies that have resulted over changing interpretations of
civil rights, including those in Plessy v. Ferguson, Brown v. Board of Education, Miranda
v. Arizona, Regents of the University of California v. Bakke, Adarand Constructors, Inc.
v. Pena, and United States v. Virginia (VMI).
12.6 Students evaluate issues regarding campaigns for national, state, and local
elective offices.
12.6.4. Describe the means that citizens use to participate in the political process (e.g.,
voting, campaigning, lobbying, filing a legal challenge, demonstrating, and petitioning,
picketing, running for political office).
CCSS.ELA-LITERACY.RH.11-12.2
Determine the central ideas or information of a primary or secondary source; provide an
accurate summary that makes clear the relationships among the key details and ideas.
CCSS.ELA-LITERACY.RH.11-12.4
Determine the meaning of words and phrases as they are used in a text, including
analyzing how an author uses and refines the meaning of a key term over the course of a
text (e.g., how Madison defines faction in Federalist No. 10).
CCSS.ELA-LITERACY.RH.11-12.7
Integrate and evaluate multiple sources of information presented in diverse formats and
media (e.g., visually, quantitatively, as well as in words) in order to address a question or
solve a problem.
4. What is (are) the academic learning goal(s)? What specifically do you expect students
to know or be able to do as a result of this lesson?
Through this unit of study students will develop an understanding and be able to identify,
discuss, and explain the major martyrs of the Modern Civil Rights Movement which
July 2008
Copyright 2003, 2007 by the California Commission on Teacher Credentialing. All Rights Reserved.
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ID #25RTY202
include Martin Luther King Jr., Rosa Parks, Thurgood Marshall, Frederick Douglas,
Malcolm X, and Jackie Robinson. Additionally, students will be able to identify the unsaid
martyrs of the Modern Civil Rights Movement which include Emmitt Till, Viola Luizzo,
George Lee and multiple individuals whose stories are rarely told. These individuals
include the ordinary men and women of all ethnicities that sacrificed their lives through
burdens they acquired or through the ultimate sacrifice of giving their lives in the pursuit of
equality and justice for all and securing a brighter future for America. Furthermore, after
completing this lesson students are expected to understand the sacrifices of all these
individuals through the Modern Civil Rights Movement and how their sacrifices helped
spark and ultimately lead to the multiple Civil Rights Acts that provided for equality and
justice for all Americans. Students will understand that Martin Luther King Jr. wasnt an
Army of one, but an Army of many for whom he was the General. It is our responsibility to
pass these stories on to the youth to guarantee the mistakes of the past wont be repeated.
5. How is (are) the academic learning goal(s) related to the state-adopted academic
content standards or state-adopted framework?
The subject matter content that the academic learning goals are based on is taken directly
from the California Content Standards (Social Science/History). Furthermore, the overall
academic goals which encompass the students understanding, identifying, discussing, and
explaining the Modern Civil Rights Movements martyrs both famous and not so famous
include the newly adopted Common Core State Standards for California. Throughout the
lesson, students will be exposed to the tragedies of murdered martyrs which took place
during the Modern Civil Rights Movement from approximately 1954-1968 in order to meet
the California State Standards based on the Common Core Standards listed above to
effectively meet the academic learning goals for this unit of study.
6. How will the content of the lesson build on what the students already know and are able
to do?
Students have previously studied the Legislative, Presidential, and Judicial branches in the
United States Government specifically in their responsibilities to uphold the law and
legislate new laws for the betterment of all Americans and the country. Through students
studies they will be able to identify the prejudice laws that were maintained throughout the
country that segregated African-Americans and Whites in all facets of life. Students will be
able to identify these separate but equal laws that sparked the need for change which lead
to the Modern Civil Rights Movement. Through identifying the purpose of the Modern
Civil Rights Movement students will then be exposed to the Civil Rights martyrs that were
famous and not so famous individuals but, non the less, were murdered. From this lesson
students will be able to understand, identify, explain, and discuss the causes and effects of
the Civil Rights Movement in order to effectively recognize the importance of the Civil
Rights Movement and the significance of progress in legislating laws for the purpose of
equality and justice for all citizens regardless of race, gender, and religious preference.
7. How does the content of this lesson connect to the content of preceding and subsequent
lessons?
Previous lessons focused on the inner workings of the three branches of the United States
Government: Legislative, Executive, and Judicial. The current lesson looks at how the three
branches overall working ultimately led to the Modern Civil Rights Movement from the
established laws from previous decades. Moving forward, future lessons will examine the
Civil Rights Movement as a whole studying the nonviolent and other viewpoints and how
the government responded to the call for equality and justice for all American citizens. The
July 2008
Copyright 2003, 2007 by the California Commission on Teacher Credentialing. All Rights Reserved.
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ID #25RTY202
current lesson will be built upon students previous knowledge and understanding of the
subject matter and will continue to build knowledge and understanding for future lessons.
8. What difficulties do you anticipate students may have with the lesson content? Why do
you think these will be areas of difficulty?
There are several difficulties that I anticipate from the current lesson. The first one is that a
majority of students will find it difficult to sit through a lecture that will include stories of
Civil Rights martyrs being murdered due to their race and efforts in the Movement. Another
difficulty I anticipate is the time frame for the lesson: if students are truly interested in the
content they may extend the time of the lecture which, in turn, will eliminate the poll
everywhere question slides I have prepared for the lesson before moving on to the
classroom activity. The final difficulty I anticipate is the struggle to relate the material to the
way it personally effects students in todays timeframe and how if it werent for these
martyrs sacrifices we would still be living with a segregated, discriminated culture where
the advances that have been made would be negated.
9. What evidence will you collect during the lesson and/or at the end of the lesson that will
show the extent to which the students have made progress toward the academic
learning goal(s)?
Students will be informally orally assessed during the teacher-directed instructional lecture.
Furthermore, at the end of the lesson students will participate in five poll everywhere slide
questions that will test their knowledge of previous and current subject matter. Students will
also participate in an informal assessment on the white board where they will have a matrix
with twenty open spaces and students will be selected at random to come to the board and
choose the correct answer to put in the correct blank space in the matrix. Then, papers will
be handed out containing a matrix that students will need to fill in concerning eight martyrs.
Finally, students will be given a homework assignment where they will answer questions
about the SCLC statement of purpose and the nonviolent statement of purpose.
10. Think about how you will sequence your instruction of the academic content to be
covered in this lesson. Describe your plan for instruction in the order in which it will be
implemented. Address each of the following and provide a rationale for each of your
decisions:
Communicating the academic learning goal(s) to the students
Instructional strategies
Student activities
Student grouping
Materials, technology, and/or resources, including the use of instructional aides,
parents, or other adults in the room
Monitoring of student learning
Instructional Plan
Communicating the academic learning
goal(s) to the students:
Rationale
Communicating the academic learning
goal(s) to the students:
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Copyright 2003, 2007 by the California Commission on Teacher Credentialing. All Rights Reserved.
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ID #25RTY202
Instructional strategies:
Instructional strategies:
Student activities:
Students will participate in a whole class
teacher-directed instructional lecture question
and answer discussion. Additionally, students
will participate in an informal Poll
Everywhere PowerPoint slide questions where
they will be asked to answer questions using
their cellular phones text message service.
Their answers will automatically populate on
the slide. Finally, students will participate in a
July 2008
Student activities:
Using a teacher-directed instructional
lecture will allow me to cover the needed
information, as well as, be able to share
the tragic martyr stories with the students.
During the lesson students will be asked to
answer questions based on the teacherdirected lecture so I can informally check
their understanding and knowledge of the
material and check if they are following
Copyright 2003, 2007 by the California Commission on Teacher Credentialing. All Rights Reserved.
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ID #25RTY202
Student grouping:
Student grouping:
1.
2.
3.
4.
5.
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Laptop
PowerPoint
Projector
Needed cables
Screen
Copyright 2003, 2007 by the California Commission on Teacher Credentialing. All Rights Reserved.
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ID #25RTY202
11. Discuss the specific classroom routines and procedures you will use in this lesson to
maximize instructional time.
Once the late bell has rung, students will be seated in their seats ready for teacher-directed
instruction on what materials they will need for the days lesson. Students will be directed
to what materials they will need. While students are getting their materials, teachers aid
will collect students homework and hand out any materials they will need for the days
lesson. In the meantime, the teacher will prepare any needed equipment for the lesson, such
as, a projector. Throughout the lesson students will respect one another and the teacher
while talking. They must raise their hand to answer a question or to ask a question. Students
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Copyright 2003, 2007 by the California Commission on Teacher Credentialing. All Rights Reserved.
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ID #25RTY202
will also follow classroom rules and procedures that have been established. When students
follow classroom rules and procedures, respect one anothers opinions, raise their hand to
speak, ask a question or answer one, and encourage one another instructional time will be
maximized because the teacher will be able to focus more on instruction instead of student
redirection and classroom management. Furthermore, these routines and procedures allow
students not to feel anxious or surprised which will result in a positive atmosphere.
12. In what ways will you ensure the active and equitable participation of all students
during the lesson?
To ensure active and equitable participation for all students in the classroom the teacher will
randomly select students to answer questions during the teacher-directed instructional
lecture and utilize an anonymous students text response to the Poll Everywhere PowerPoint
slide questions. Finally, to ensure students active participation in the lesson they will be
given a fill-in-the-blank white board activity that will have them come to the board, choose
an answer and put it in the correct spot in the matrix. Within this activity students will
discuss their answers allowing all of them to participate regardless of whether they get
chosen to come to the board or not.
13. Given the difficulties you anticipate students may have with the content, what
additional steps might you take to foster access and comprehension for the students?
Additional steps will be taken to ensure that students understand the lessons information by
giving them a homework assignment where they will need to select eight martyrs of the
Modern Civil Rights Movement and fill-in-the-blank information of the matrix handout
given in class. Students will also be assessed through Poll Everywhere PowerPoint slides in
future lessons to check their understanding and determine if re-teaching is needed.
Throughout future lessons oral checks of previous material will be administered to scaffold
students knowledge and understanding of the material and connect previously learned
material to current material.
14. In what ways will you share the results of the instruction with students and/or families?
This lesson is a specific, short, one day lesson of a bigger unit on the Civil Rights within the
study of the United States Governmental roles. The results of students participation,
informal assessment, and homework assignments will be given to the students and/or
parent(s)/guardian(s) through several different means. These means include the online
grading portal, hand written notes on the students homework assignments, a typed or hand
written note to the student and/or parent(s)/guardian(s), a phone call home to the student(s)
parent(s)/guardian(s). I will also communicate the results to students personally where no
other student is present and able to hear the confidential information being exchanged about
the results and understanding of the subject matter. Furthermore, I will delicately
communicate students results through classroom discussion by redirecting the student to the
correct information and understanding of the material.
Copyright 2003, 2007 by the California Commission on Teacher Credentialing. All Rights Reserved.
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ID #25RTY202
B.
1. What adaptations to the instructional plan will you make for the student?
There will be several adaptations within the lesson for the gifted student. These adaptations
will include a Civil Rights Movement Timeline 1954-1968, a Cause-and-Effect graphic
organizer handout, and a hands-on student white board activity matrix. Where applicable,
the student will be asked to expand on his discussion comments exhibiting a depth of
knowledge on the subject matter. Other adaptations will include a modified introduction
discussion to show the knowledge of the student within the subject matter being covered in
the lessons lecture, a modified fill-in-the-blank white board student activity worksheet
where the student can choose any eight martyrs that interest him, fill in the sheet and then
choose one martyr to expand on and show depth of his knowledge on that particular martyr.
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ID #25RTY202
Copyright 2003, 2007 by the California Commission on Teacher Credentialing. All Rights Reserved.
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ID #25RTY202
PowerPoint question slides, and a white board whole class student activity matrix. Due to
the limited technological resources in the classroom, I have modified the lesson to limit
technological resources from its original concept.
Furthermore, this lesson draws from previous content of the subject matter while also
introducing the new unit within the subject matter and connecting the two creating a bridge
of information for the students knowledge and understanding of the material. The video
that accompanies this Teacher Performance Assessment is a portion of the teacher-directed
instructional lecture that showcases the realities of racism and discrimination. It involves
students emotions while describing the events of the martyrs deaths.
Attach a simple floor plan of your classroom at the back of your completed response.
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ID #25RTY202
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Copyright 2003, 2007 by the California Commission on Teacher Credentialing. All Rights Reserved.
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ID #25RTY202
4. In what ways did the environment in the classroom, including climate, rapport,
routines, and procedures, contribute to student learning?
The students have learned the classroom rules and procedures which has led to a classroom
environment that creates a routine for every students learning habits and a respectful
atmosphere for all students individual beliefs and ideas. The teacher and student rapport
creates a safe learning environment where students can joke with the teacher within the
lesson which, in turn, leads to students focusing on the lesson itself as they are not only
sitting in a seat listening to the teacher lecture, but are able to interact with the teacher in
order to learn the material. A small class and school size also contribute to the safe,
respectful, and cooperative teacher-student rapport where the students are friends and know
one another outside of class and see their teacher on campus on a daily basis. All of the
factors mentioned above come together to create a positive learning environment.
Think about the components of the lesson and the evidence of student academic learning that
you see in your video. Respond for your whole class, and for each of the two focus students.
Copyright 2003, 2007 by the California Commission on Teacher Credentialing. All Rights Reserved.
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ID #25RTY202
equality and justice for all. Many of the students backgrounds dont teach or reflect on the
fight for equality. To ensure that students fully understood the timeframe and motivation of
the African-Americans they watched the newly released movie called Selma, as well as, a
short twenty minute documentary on Jim Crow laws and racism in order to understand the
background of the Modern Civil Rights Act as a whole.
3. What will you do for the student(s) who did not achieve the academic learning goals?
Students that didnt demonstrate full understanding and knowledge of the subject matter
that led to their failure to achieve the academic learning goals will be put into pairs and/or
small groups where the information will be re-taught to them, as well as, be given examples
of past and current events of racism and the fight for equality that will connect previous
material to current events that they hear of on a daily basis. While in their pair and/or small
group, I will also administer a K-W-L to see where students failed to meet the academic
learning goals and create new homework assignments to present the information in a new
way. Another strategy will be for me to create a mini-lesson to reteach the material using
different teaching techniques than before. Furthermore, students will also be present during
future lessons that connect the previous material to future material in order to link the two
lessons together to achieve greater understanding.
4. What are your next steps with the class?
The next step for the class as a whole within this unit of study is to continue scaffolding the
material with previous subject matter to the current unit of study. Furthermore, the next
lessons will focus on the Modern Civil Rights Movement as a whole and the United States
Governments role in ensuring equality and justice for all citizens through civil liberties and
rights.
B.
1. In what ways was your lesson effective and what might you do differently to improve
the lesson?
The effectiveness of this lesson was in the teacher-directed instructional lecture presenting
the information orally to the student, as well as, showing pictures of the Modern Civil
Rights Movement martyrs. Additionally, the teacher-directed instructional lectures
PowerPoint was printed out for the student in order for her to have the notes. The whole
class white board student activity matrix was a highlight that allowed the student to
physically choose an answer and place it within the matrix. Furthermore, the fill-in-theblank matrix worksheet was translated for the student to enable her to complete her
homework easily. If I were to improve this lesson I would translate the teacher-directed
instructional lecture PowerPoint into the students native language allowing her to follow
the written PowerPoint slides and fully understand the material in all aspects, instead of just
through the oral lecture.
2. How well did this lesson connect with the students background and developmental
information? Cite specific examples.
The students background of the Modern Civil Rights Movement comes from the lessons of
the nonviolent movement that was led by Martin Luther King Jr. which was determined to
pass laws for the equality of all. These lessons were presented through elementary, junior
high, and high school classes. Additionally, the student has a very high interest in the Civil
Rights Movement as she has been taught of the Hispanic Farmers Movement led by Caesar
Chavez. Therefore, the lesson itself interested the student. She wanted to learn more about
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3.
4.
5.
6.
ID #25RTY202
the sacrifices of the martyrs within the Modern Civil Rights Movement. Students desire to
study made it easy to connect the previous material of the Civil Rights Movement to the
current information being presented and create a bridge of information.
To what extent did the student make progress toward the academic learning goals?
Cite specific examples from the evidence of student learning that you reviewed.
The student understood the sacrifices of the Modern Civil Rights Movements martyrs
through the oral teacher-directed instructional lecture which met the academic learning
goals in the most basic perception. Furthermore, the student had difficulty understanding
the written English Language that was on the lectures PowerPoint slides, but was able to
participate in the whole class student white board activity matrix and complete the
homework matrix that was translated for her. Additionally, throughout the lecture the
student asked questions that showed her understanding of the material and inquired about
clarification of the material presented. Overall, through these instances the student has
shown that she meet the academic learning goals for the lesson.
What will you do for the student(s) who did not achieve the academic learning goals?
The students that didnt demonstrate a full understanding and knowledge of the subject
matter that led to their failure to achieve the academic learning goals will be put into pairs
and/or small groups where the information will be re-taught to them, as well as, be given
examples of past and current events of racism and the fight for equality that will connect
previous material to current events that they hear of on a daily basis. While in their pair
and/or small group, I will also administer a K-W-L to see where students failed to meet the
academic learning goals and create new homework assignments to present the information
in a new way. Another strategy will be for me to create a mini-lesson to reteach the material
in a pair and/or small group setting using different teaching techniques than before.
Furthermore, students will also be present during future lessons that connect the previous
material to future material in order to link them together to achieve greater understanding of
the material as a whole.
What are your next steps with this focus student?
The next steps with this student is to ensure that her notes are in a manner that allows her to
study the material on her own. If translation needs to be completed, I will go through the
notes orally while the student translates the material to her native language. Furthermore, a
knowledge check will be given at random times to ensure that the student is understanding
the academic learning goals for this lesson. Future lessons will be connected to this lesson
effectively linking this lessons subject matter to future lessons which, in turn, will serve as
a re-teaching method of the material.
What would be your next steps in planning to facilitate this students English Language
Development?
As the student has difficulty in reading and writing in her current grade level and is below
her grade level in both reading and writing, I will continue to work with the student using
teaching strategies to help improve her reading and writing levels. Additionally, through the
lessons that are taught in class I will use words that are within her current reading level, as
well as, harder words to improve her reading vocabulary. While working on this, she will
also be improving her writing skills as homework will be given that will reinforce her
vocabulary in both reading and writing skills at all levels.
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1. In what ways was your lesson effective and what might you do differently to improve
the lesson?
The effectiveness of this lesson was in the whole class student white board activity matrix.
The student was really involved in the matrix helping other students choose answers and
where to place them. He also volunteered to go up to the board, choose an answer and place
it. Additionally, the student was involved in the teacher-directed instructional lecture
through answering questions. To improve the lesson for this student I would include a small
group activity based on the lessons lecture so the student would be interested in
participating in it just like he was in the whole class student white board activity matrix.
2. How well did the lesson connect with the students background and developmental
information? Cite specific examples.
The student is of Caucasian descent and has only learned of the Modern Civil Rights
Movement through elementary, junior high, and high school classes as a nonviolent
Movement led by Martin Luther King Jr. that achieved equality for African-American
citizens. Additionally, the student knows of the other Civil Rights leaders, such as, Malcolm
X, Jackie Robinson, Rosa Parks, Thurgood Marshall, and Frederick Douglas. Thus, the
student has a deeper knowledge and understanding of the overall Modern Civil Rights
Movement than his fellow classmates. However, this student has limited knowledge of the
Modern Civil Rights martyrs that were introduced within this lesson. For this reason, I
believe the student continued to be involved in the teacher-directed instructional lecture, as
well as, the whole class student white board activity matrix.
3. To what extent did the student make progress toward the academic learning goals?
Cite specific examples from the evidence of student learning that you reviewed.
The student met the academic learning goals through identifying the sacrifices of the
Modern Civil Rights martyrs by answering questions and asking questions within the
teacher-directed instructional lecture which demonstrated a greater depth of knowledge
over his fellow classmates. Being able to show advanced knowledge of the subject matter
and helping other students complete the whole class student white board activity matrix
shows evidence of the student meeting the academic learning goals for this lesson.
4. What will you do for the student(s) who did not achieve the academic learning goals?
This student met the academic learning goals through being able to show a greater depth of
knowledge of the subject matter and helping other students complete the whole class
student white board activity matrix. Students that have not met the academic learning goals
will be put into pairs and/or small groups where the information will be re-taught to them,
as well as, be given examples of past and current events of racism and the fight for equality
that will connect previous material to current events that they hear of on a daily basis.
While in their pair and/or small group, I will also administer a K-W-L to see where students
failed to meet the academic learning goals and create new homework assignments to
present the information in a new way. Another strategy will be for me to create a minilesson to reteach the material in a pair and/or small group setting using different teaching
techniques than before. Furthermore, students will also be present during future lessons that
connect the previous material to future material in order to link the two lessons together to
achieve greater understanding and retention of the subject matter.
5. What are your next steps with this focus student?
The next steps with this student is to effectively involve him into the lesson through
activities, as well as, to continue to develop depth of knowledge assignments for him as
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Copyright 2003, 2007 by the California Commission on Teacher Credentialing. All Rights Reserved.
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ID #25RTY202
homework or in class assignments in order for him to receive the material and meet the
academic learning goals of the lesson.
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Fill-in-the-blank homework
matrix worksheet examples:
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Student 3:
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Student 4:
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Student 5:
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Student 3:
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Student 4:
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Student 5:
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