Overview of English-Language Arts Teaching Event Teaching Event Task What to Do What to submit 1. Context for Learning (TPEs 7,8) Provide relevant information about your instructional context and your students as learners of English-language arts. Context Form Context Commentary 2. Planning Instruction & Assessment (TPEs 1,2,3,4,6,7,8,9, 10,12) Select a learning segment of 3-5 hours of instruction that supports students in developing an understanding and interpretation of complex text and in creating a written product responding to text. Create an instruction and assessment plan for the learning segment and write lesson plans. a commentary that explains your thinking in writing the plans. Record daily reflections, to submit in the reflection section of the Teaching Event. Lesson for Learning Segment Instructional Materials Planning Commentary 3. Instructing Students & Supporting Learning (TPEs 1,2,3,4,5,6,7,10, 11) Review your plans and prepare to videotape your class. Identify opportunities to a) present or review a concept, process, or content that is needed during the learning segment; and b) extend student thinking and response through unscripted teacher-student interaction. Videotape the lessons you have identified. Review the videotape to identify two video clips portraying the required features of your teaching. The total running time of each clip should not exceed 10 minutes. Write a commentary that analyzes your teaching and your students’ learning in the video clips. Video Clips Video Label Form Planning Commentary 4. Assessing Student Learning (TPEs 2,3,4,5,13) Select one student assessment from the learning segment and analyze student work. Identify student work samples that illustrate class trends in what students did and did not understand. Write a commentary that analyzes the extent to which the class met the standards/objectives, analyzes the individual learning of two students represented in the work samples, describes feedback to students, and identifies next steps in instruction. Student Work Samples Evaluative Criteria or Rubric Assessment Commentary 5. Reflecting on Teaching & Learning (TPEs 7.8,13) Provide your daily reflections. Write a commentary about what you learned from teaching this learning segment. Daily Reflections Reflective Commentary
(Optional) List the categories of evaluative criteria as well as the corresponding characteristics of student work and the percent of students in the at levels of performance that increase in quality. This chart is designed to be completed electronically, so the blank space does not represent the space needed. Use as much space and as many rows as you need. Evaluative Criteria Category Characteristics of Student Work Performance Level 1 Performance Level 2 Performance Level 3, etc. (Insert more columns if needed) (provide description of student performance) & % of class) (provide description of student performance & % of class) (provide description of student performance & % of class) (provide description of student performance) & % of class) (provide description of student performance & % of (provide description of student performance & % of class) (provide description of student performance) & % of class) (provide description of student performance & % of class) (provide description of student performance & % of class) The boxes indicating levels of student performance should include key characteristics of student work at that level, as well as the approximate percentage of the class performing at that level.